i

DESCRIPTIVE STUDY IN TEACHING SPEAKING USING AUDIO

LINGUAL METHOD AT THE EIGHT GRADE OF SMP N I PLUPUH IN

ACADEMIC YEAR 2016 / 2017

THESIS

Submitted as a Partial Requirements

for the Undergraduate degree of Sarjana English Education

By:

Untari Widiyastuti

SRN. 113221307

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

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DEDICATION

I proundly dedicate this thesis for,

My Husband Deny Sulisto Nugroho

My father, Markuat Jarot Saputro

My mother, Juantini

My sisters, Nety Susanti dan Rismawati

My almamater, State Islamic Institute of Surakarta.

My School, SMP Negeri 1 Plupuh

For every who loves me and whom I love.

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MOTTO

Good communication comes from people to people, but great communication

comes from people to Allah

(Reza M. Syarief)

I dont know the key of success, but I know the key to failure is triying to please

everybody.

(Bill Cosby)

Good jugdement comes from the experience, and experience comes from bad

judgement.

(Barry LePartner)

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ACKNOWLEDGMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the day of judgment, God all mighty, for all blessings and

mercies so the researcher was able to finish this thesis entitled “Descriptive

Study in Teaching Speaking Using Audio Lingual Method at the Eight Grade

of SMP N I Plupuh in Academic year 2016 / 2017” Peace be upon Prophet

Muhammad SAW, the great leader and good inspiration of world revolution.

The researcher is sure that this thesis would not be completed without the

helps, supports, and suggestions from several sides. Thus, the researcher would

like to express his deepest thanks to all of those who had helped, supported, and

suggested her during the process of writing this thesis. This goes to:

1. Dr. Mudhofir Abdullah,S.Ag, M.Pd. as the Rector of the State Islamic

Institute of Surakarta.

2. Dr. H. Giyoto, M.Hum. as the Dean of Islamic Education and Teacher

Training Faculty.

3. Dr. Imroatus Solikhah, M.Pd. as the Head of English Education

Department.

4. Novianni Anggraini, M.Pd as advisor for her guidance, precious advices,

and motivation for the researcher.

5. Priyadi, S.Pd., M.Pd., as the Headmaster of SMP Negeri 1 Plupuh who

given permission to the researcher to conduct the study there, and all

teachers, especially Mrs. Ristanti, S.Pd for all the time, the information

about the teaching learning process of English and guidance there.

6. Her almamater, State Islamic Institute of Surakarta.

7. Her beloved family my husband (Deny Sulistyo Nugroho) father (Markuat

Jarot Saputro) and mother (Juantini) also my sisters (Nety Susanti and

Rismawati) for their prayer and loved which always accompany her.

8. All of her friends in English Education Department.

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The researcher realized that this thesis was still far from being perfect. The

researcher hoped that this thesis was useful for the researcher in particular and the

readers in general.

Surakarta, 10th

May, 2017

Untari Widiyastuti

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TABLE OF CONTENT

TITLE ............................................................................................................. i

ADVISOR SHEET ......................................................................................... ii

RETIFICATION ............................................................................................ iii

DEDICATION ................................................................................................ iv

MOTTO .......................................................................................................... v

PRONOUNCEMENT .................................................................................... vi

ACKNOWLEDGMENT ............................................................................... vii

TABLE OF CONTENS ................................................................................. ix

ABSTRACT .................................................................................................... xi

LIST OF APPENDICES ............................................................................... xii

CHAPTER I: INTRODUCTION

A. Background of the Study ................................................................. 1

B. Identification of the problem ........................................................... 7

C. Limitation of the Problem ............................................................... 7

D. Statement of the problem ................................................................. 8

E. Objective of the Study .................................................................... 8

F. Benefit of the Study ........................................................................ 9

G. Definition of Key Terms.................................................................. 9

CHAPTER II: THEORITICAL REVIEW

A. Review on Speaking Skill .............................................................. 11

1. Definition of Speaking ............................................................. 11

2. Micro and Macro Skills of Speaking ........................................ 14

3. Teaching Speaking Skill ........................................................... 16

4. Activities in Teaching Speaking Skill ...................................... 19

5. Types of classroom Speaking Performance ............................. 23

6. Teaching Speaking in Junior High School ............................... 25

B. Kind of Method in Teaching English ............................................. 29

C. Audio Lingual Method .................................................................... 32

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D. Teaching Speaking Using Audio Lingual Method .......................... 37

E. Previous Related Study .................................................................... 41

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design................................................................................. 43

B. Research Setting................................................................................. 43

C. Subject of Research............................................................................ 44

D. Instrumen of Research ....................................................................... 44

E. Data and Data Source........................................................................ 45

F. Techniques of Collecting Data........................................................... 46

G. Technique of Analyzing the Data ...................................................... 48

H. Trustworthiness of Data ..................................................................... 49

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings .............................................................................. 51

B. Discussion .......................................................................................... 71

CHAPTER V: CONCLUSION

A. Conclusion ......................................................................................... 81

B. Suggestion .......................................................................................... 83

BIBLIOGRAPHY .......................................................................................... 86

APPENDICES ................................................................................................ 87

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ABSTRACT

Untari Widiyastuti. 2017. Descriptive Study in Teaching Speaking Using

Audio Lingual Method at the Eight Grade of SMP N I Plupuh in Academic

year 2016 / 2017.Thesis. English Education Department, islamic Education and

Teacher Training Faculty, The State Islamic Institute of Surakarta.

Advisor : Novianni Anggraini, M.Pd

Keywords : Audio Lingual Method, Speaking Skill, Descriptive research

The objectives of this research are (1) To describe the implementation

teaching speaking using Audio Lingual Method at the eight grade of SMP N I

Plupuh in academic year 2016/2017; (2) To describe the problems faced by the

teacher on teaching speaking using Audio Lingual Method at the eighth grade of

SMP N 1 Plupuh in academic year 2016/2017; (3)To describe how teacher solve

problem on teaching speaking using Audio Lingual Method at the eighth grade of

SMP N 1 Plupuh in academic year 2016/2017.

This research was conducted from 10 March until April 2017 at the eighth

grade of SMP N 1 Plupuh in academic year 2016/2017. The design of the research

was descriptive qualitative research. The subjects of this research were the

students of eight F class.The researcher choose the class based on the teacher

recomendation that the class had the highest score at speaking class.The data was

collected from the observations, interviews, and documentations. This research

used data triangulation to analyze the qualitative data, to examine the data from

interview with the result of the observation, to examine the information with the

document, and the last was to know the relation among the theories used in this

research toward the data research.

The result showed that (1 the implementation of Audio-lingual method. the

procedure of teaching were the teacher introduce the new materials and explaining

them, the teacher gave dialog the teacher pronounce the dialogue then the students

listen and follow to pronounce them, repetition was done in several times until the

correct pronunciation got, group discussion with their friend making dialogue,

present their dialogue with their group or pair in front of class. the last stage was

closing. In this stage the teacher and students concluded the materials that had

been learn and gave feedback. Beside that the teacher also gave motivation. (2)In

the teaching and learning of English speaking, there were some problem faced by

students were limited vocabulary, pronunciations, grammar mastery and problem

came from the student’s itself. (3) the teacher solved the problem by maximizing

the allocation time, giving extra time to the English lesson in out of the schedule,

giving review every meeting, motivating the students to improve their skill, and

suggesting them to practice every day.

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LIST OF APPENDICES

Appendix 1 Syllabus..............................................................................

Appendix 2 Lesson Plan (RPP).............................................................

Appendix 3 Lish of 8 F Class ...............................................................

Appendix 4 Scrip Interview .................................................................

Appendix 5 Field Note........................................................................

Appendix 6 Shedule of 8 F Class..........................................................

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CHAPTER I

INTRODUCTION

A. Background of Study

The worldwide demands English and it creates an enormous

demand for quality of language teaching materials and resources. Being an

international language, English is spoken in the most international event

and it is used as the medium of the information on science, technology,

and culture.

Tarigan (1990:3-4) defines that speaking is a language skill that is

developed in child life, which is produced by listening skill, and at that

period speaking skill is learned. Speaking is the productive skill. It could

not be separated from listening. When we speak we produce the text and it

should be meaningful. In the nature of communication, we can find the

speaker, the listener, the message and the feedback. Speaking could not be

separated from pronunciation as it encourages learners to learn the English

sounds. Nunan (1999:216) stated that speaking is an interactive process of

constructing meaning that involves producing, receiving and processing

information. Its form and meaning are depending on the context in which

it occurs, including the participants themselves, their experiences, the

physical environment, and the purposes for speaking. It is often

spontaneous, open- ended, and evolving. According to Ladouse (1991)

speaking is described as the activity as the ability to express oneself in the

situation, or the activity to report acts, or situation in precise words or the

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ability to converse or to express a sequence of ideas fluently. Speaking as

the ability to converse or to express ideas there fore speaking skill

becomes important skill as stated by Nunan (1991:39) that to most people,

mastering speaking is the single most important aspect of learning a

second language, and success is measured in terms of the ability to carry

out a conversation in the language.

Indonesian government considers that English is one of the

compulsory subjects to teach since Elementary School level in Indonesia.

According to Kurikulum Tingkat Satuan Pendidikan (2006:278) “the aim

of the English teaching in Indonesia especially teaching English to junior

high school is to enable students to have the ability in developing

communicative competence in both oral and written form in achieving

functional literacy level, to have the awareness about the essence and the

important of English in increasing competition in global community, and

the last is developing the students’ comprehension about interrelatedness

between language and culture. Therefore the teaching and learning process

of English should gain the goal that is the students able to communicate in

English both oral and written.

Speaking is important but teaching speaking is not easy, because

speaking is one of the language skills which is quite difficult to master. To

make the students to speak in the classroom is not easy. The difficulties of

students to speak may be caused of some reasons such as students’

reluctance, lack of motivation, uninteresting teaching technique, etc. In

addition, the using of English for speaking is not simple, because speaker

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also should master several elements which are important such as:

pronunciation, grammar, vocabulary, fluency, and comprehension.

Realizing that teaching speaking was not easy therefor a certain

method was needed. Method is one of the important factors in teaching

learning process. Fauziati (2002: 5) has pointed out that “method is

trearted at the level of design in which the roles of teachers, learnes, and

instructional material are specified”. The appropriate method used by

teacher motivated the students in studying. The Audio Lingual Method is

the method which focused on repetition some words to memorize. Audio

Lingual Method is a method which uses drills and pattern practice in

teaching language. Audio Lingual Method drills students in the use of

grammatical sentence patterns (Larsen-Freeman, 2000). They added that it

was thought that the way to acquire the sentence patterns of the target

language was through conditioning helping learners to respond correctly to

stimuli through shaping and reinforcement. Thus, the Audio Lingual

Method refers to the method that it is compressed on the chain drill to

mastery the target language by memorizing and repeat, and the wrongness

of speaking is avoided.

Audio Lingual Method prioritizes drill. This method appears as to

the length of time taken in the language and the target. In the Audio

Lingual Methodis based on a structural approach, the language is taught

devoted to the pronunciation of the word and many times training

intensively on the sentence patterns. Teachers can force students to repeat

until no errors.This method gives primary attention to training activities,

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drill, memorizing vocabulary, dialogue, reading text, and on the other hand

prefer the students' ability to interact and communicate. The objective of

the Audio Lingual Method giving more understanding toward student

since the foregin language is spoken at a normal speed so they will give

more attention toward the common things happen during conversation, the

drilling process makes the students are able to speak in acceptable

pronounciation and grammatically correct. Therefore, it will lead students

to be better in their speaking.

Based on pre observation and interview with the English teacher of

the eighth grade student of SMPN 1 Plupuh on 10 March 2017 the

researcher found that the teacher used Audio Lingual Method. The teacher

said that Audio Lingual Method was a method for teaching foreign

language. In Audio Lingual Method, students first heard a language, later

they spoke the language. Moreover she added, the way of teaching in

Audio Lingual Method did not use the students’ native language and did

not teach vocabulary rather the teacher drilled grammar.The teacher gave

the students a dialogue to practice. Then students had to memorize them

they must use mimicry and applied role playing to present the dialog.

Beside that the teacher also drill the students a certain sentences pattern

such as I read a book. Then the students had to subtite with other subject

for example they. From the pre observation, the researcher observed that

the situation of teaching and learning process by using Audio Lingual

Method was condusive. The From the pre observation and interview with

the teacher, the use of Audio Lingual Method, especially the drilling in

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teaching speaking in chosen by the teacher because it makes students feel

familiar with the correct pronounciation and grammar. Moreover, it can be

aspracticial tools for students to train their speaking skill, since all students

are obliged to participate in drilling process. The teacher told that the use

of Audio Lingual Method in classroom increases students attention toward

classroom activity. The teacher also said that In the speaking class by

using Audio Lingual Method, the students should over learn and given

drills, language learning is a process of habit formation. So the students

can make sentence patterns automatically. Beside that the students’

pronunciations and speaking ability increase because extensive oral

instruction. Moreover the teacher added that the students’ listening ability

can improve because the teacher often used audio tape, to hear dialogue

from it.

Richard and Roger (2001,75) stated that foreign language learning

is is basically a process of mechanical habit formation, and good habits are

formed by giving correct responses rather than by making mistake. Larsen

freeman (2000) said that the more often something is repeated, the stronger

the habit and the greater the learning. Mart (2013) explained that The

Audio Lingual Method mainly consist of the following features: 1) the

teacher reads by modelling it. It has been always motivating to put the

subject matter in context, and students stand a better chanceof retaining

what they have learnt. Students learn the target language within a concrete

context that will enable them to relate what they learn to real- life learning

environments. Teacher as a real model will encourage and inspire the

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students to strive for learning the target language. 2) Students repeat the

dialogue. Through repetation students can use the target language

automatically, and fluently as well. In this method it is desirable that

students form a habit formation to use the target language without

thingking. 3) Some words and phrases are changed in the dialogue. Drills

used in this method will allow the students to have practice. Through drills

such as single–slot subtitution, multiple-slot subtitution and transformation

students are given the opportunity to prodecespeech in the target languge,

Furthermore, this pattern will let them see how language function.

Students learn how to respond correctly when they practice the drills.

From the background of study above, the researcher was inspired to

investigate the use of Audio Lingual Method in teaching speaking. The

researcher was motivated to conduct a deeper study about the use of Audio

Lingual Method by English teacher in teaching speaking, since it was

viewed by the teacher as the most effective method to teach speaking in

the class. Therefore, the researcher would conduct a research entitled:

DESCRIPTIVE STUDY IN TEACHING SPEAKING USING AUDIO

LINGUAL METHOD AT THE EIGHTH GRADE OF SMP N 1

PLUPUH IN ACADEMIC YEAR 2016/2017.

B. Identification of Problem

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There are some difficulties on teaching learning process of

speaking skill at eighth students’ of SMP N 1 Plupuh in the academic year

2016/2017.

1. Teacher must find out some method to teach English in order to make

students interest and not bored. Teacher also should motivate them to

pray more attention and to learn more especially on English speaking

class.

2. Other difficulties come from the students. They do not realize that

English is important for them. The students tend to study vocabulary,

grammer, fluency, and pronunciation to improve their speaking skill.

3. It is easier for student to use their mother tongue in their class because

it looks naturally. Therefore, most of students are not disciplined in

using target language in the learning process.

C. Limitation of Problem

To focus the topic discussion in the research, the researcher made

limitation to object and subject of the research. The subject of study are the

eighth students’ of SMP N 1 Plupuh in the academic year 2016/2017. This

research focused on describing the implementation on teaching speaking

using Audio Lingual Method at the eighth grade of SMP N 1 Plupuh in

academic year 2016/2017, describing what problems the teacher faced on

teaching speaking using Audio Lingual Method at the eighth grade of SMP

N 1 Plupuh in academic year 2016/2017 and revealing the way the teacher

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solve the problem on teaching speaking using Audio Lingual Method at

the eighth grade of SMP N 1 Plupuh in academic year 2016/2017.

D. Statement of Problem

1. How is the implementation on teaching speaking using Audio Lingual

Method at the eighth grade of SMP N 1 Plupuh in academic year

2016/2017?

2. What problems does the teacher face on teaching speaking using

Audio Lingual Method at the eighth grade of SMP N 1 Plupuh in

academic year 2016/2017?

3. How does teacher solve the problem on teaching speaking using Audio

Lingual Method at the eighth grade of SMP N 1 Plupuh in academic

year 2016/2017?

E. Objective of Study

1. To describe the implementation teaching speaking using Audio

Lingual Method at the eighth grade of SMP N 1 Plupuh in academic

year 2016/2017.

2. To describe the problems faced by the teacher on teaching speaking

using Audio Lingual Method at the eighth grade of SMP N 1 Plupuh

in academic year 2016/2017.

3. To describe how teacher solve problem on teaching speaking using

Audio Lingual Method at the eighth grade of SMP N 1 Plupuh in

academic year 2016/2017.

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F. Benefit of Study

1. Practical

a. For the researchers

Researchers can get larger knowledge about a descriptive study on

teaching learning process of speaking based on school curriculum.

b. For the readers

They will get larger knowledge and information about a descriptive

study on teaching learning process of speaking skill based on

school curriculum.

c. For the teacher and the learner

The result of this study will help the English teacher and the

learners to solve the problem in teaching and learning English

especially in teaching and learning speaking.

2. Theoretical

a. The result of the research can be useful for the English teacher in

giving additional input in English speaking class.

b. The researcher hopes that this research can be reference for other

researcher who will conduct the same object with different

perspective.

G. Definition of Key Terms

1. Audio Lingual Method

Books in Fauziati (2009: 62) this method uses the stimulus-

response reinforcement model. In this method, the grammatical rules

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are introduced in the dialog which is reinforced. Audio Lingual Method

drills the students in the use of grammatical sentence patterns. This

method can be done by playing a recording of a conversation in the

target language then the students listen and rehearse what they have

heard.

2. Speaking

Speaking is the process of building and sharing meaning through

the use of verbal and non-verbal symbols, in a variety of contexts

(Chaney, 1998: 13). Speaking is a crucial part of second language

learning and teaching.

3. Descriptive Research

A descriptive study is one in which information is collected without

changing the environment (nothing is manipulated). Descriptive

research involves gathering data that describe events and then

organizes, tabulates, depicts, and describes the data collection

(Creswell, 2007: 5).

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CHAPTER II

THEORITICAL REVIEW

A. Review on Speaking

1. Definition of Speaking Skill

Speaking is a productive language skill. It is a mental process.

Mental process also called as “a process of thinking”. We use

word, phrases, and senptences to convey a message to a listener. A

word is the smallest free form in a language, while a phrase is a

syntactic structure that consists of more than one word but lacks the

subject-predicate organization of a clause. When we combine these

words into one group, then it becomes a sentence (Grady, 2000:

310).

Nunan (1999:216) stated that speaking is an interactive process

of constructing meaning that involves producing, receiving and

processing information. Its form and meaning are depending on the

context in which it occurs, including the participants themselves,

their experiences, the physical environment, and the purposes for

speaking. It is often spontaneous, open- ended, and evolving.

However, speech is not always unpredictable. Speaking requires

that learners not only know how to produce specific points of

language such as grammar, pronunciation, or vocabulary

("linguistic competence"), but also that they understand when, why,

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and in what ways to produce language ("sociolinguistic

competence").

Speaking is the process of building and sharing meaning

through the use of verbal and non-verbal symbols (Richard,

1999:204). Speaking is a crucial part of second language learning

and teaching. When we speak to the person involved ideas,

language, grammar, vocabulary, and pronunciation. It is important

to give students as many opportunities as possible to speak in a

supportive environment. Gaining confidence will help students

speak more easily.

Furthermore speaking is one of the central elements of

communication. In EFL (English as Foreigner Language) teaching,

it is an aspect that needs special attention and instruction. In order

to provide effective attention, it is necessary for a teacher of EFL to

carefully examine the factors, condition, and components that

underlie speaking effectiveness. Effective instruction derived from

the careful analysis of this area, together with sufficient language

input and speech-promotion activities will gradually help learners

improve their English speaking ability. Students should learn to

speak the second language by interacting to others. For this case,

students should master several speaking components, such as:

comprehension, pronunciation, grammar, vocabulary, and fluency.

In brief, English teacher should be creative in developing their

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teaching learning process to create good components and make the

English lesson more exiting.

According to Syakur (1987: 3) there are at least five

components of speaking skill. They are as follows:

a. Comprehension

For oral communication certainly requires a subject to

respond to speech as well as to initiate it.

b. Grammar

Grammar of a language is the description of the ways in

which words can change their forms and can be combined into

sentences in that language. If grammar rules are too carelessly,

creating a good grammar rule is extremely difficult. Grammar

is one important aspect of speaking because if an utterance can

has different meaning if the speaker uses incorrect grammar.

c. Vocabulary

Vocabulary means list of words with their meaning. One

cannot communicate effectively or express their ideas both oral

and written form if they do not have sufficient vocabulary.

Without grammar, very little can be conveyed, without

vocabulary nothing can be conveyed.

d. Pronunciation

Pronunciation is the way for students to produce clear

language when they speak. Pronunciation is an essential aspect

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of learning to speak a foreign language. If a student does not

pronounce a word correctly, it can be very difficult to

understand him/her. On the other hand, if students make

grammatical mistakes e.g. in a verb tense, the listener still has

an idea of what is being said. So, it can be seen that good

pronunciation is vital if a student is to be understood.

e. Fluency

Fluency can be defined as the ability to speak fluently and

accurately. Fluency in speaking is the aim of many language

learners. Signs of fluency include a reasonably fast speed of

speaking and only a small number of pauses and “ums” or

“ers”. These signs indicate that the speaker does not have

spend a lot of time searching for the language items needed to

express the message.

From the explanation above it can be concluded that speaking

is productive skill in which included the process of building and

sharing meaning through the use of verbal and non-verbal symbols.

Beside that they are five component of speaking skill. They are

comprehension, grammar, vocabulary, pronounciation, and fluency.

2. Micro and Macro skills of speaking

Brown (2004:142-143) stated that micro skills of speaking are:

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a. Produce differences among English phonemes and allophonic

variants.

b. Produce chunks of language of different lengths.

c. Produce English stress patterns, words in stressed and

unstressed positions, rhythmic structure, and intonation

contours.

d. Produce reduced forms of words and phrases.

e. Use an adequate number of lexical units (words) to accomplish

pragmatic purposes.

f. Produce fluent speech at different rates of delivery.

g. Monitor one’s own oral production and use various strategic

devices – pauses, fillers, self-corrections, backtracking – to

enhance the clarity of the message.

h. Use grammatical word classes (nouns, verbs etc.) systems

(tense, agreement, pluralisation), word order, patterns, rules,

and elliptical forms.

i. Produce speech in natural constituents: in appropriate phrases,

pause groups, breathe groups, and sentence constituents.

j. Express a particular meaning in different grammatical forms.

k. Use cohesive devices in spoken discourse.

While macro skills according to brown (2004:142-143) are:

a. Appropriately accomplish communicative functions according

to situations, participants, and goals.

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b. Use appropriate styles, registers, implicature, redundancies,

pragmatic conventions, conversation rules, floor keeping and

yielding, interrupting, and other sociolinguistic features in

face-to-face conversations.

c. Convey links and connections between events and

communicate such relations as focal and peripheral ideas,

events and feeling, new information and given information,

generalization and exemplification.

d. Convey facial features, kinesics, body language, and other

nonverbal cues along with verbal language.

e. Develop and use a battery of speaking strategies, such as

emphasizing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing for help, and

accurately assessing how well your interlocutor is

understanding you.

3. Teaching Speaking Skill

Nunan (1992: 23) states teaching speaking is a very

important part of second language learning. The ability to

communicate in a second language clearly and efficiently

contributes to the success of the learner in school and success later

in every phase of life. Therefore, it is essential that language

teachers pay great attention to teaching speaking. Rather than

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leading students to pure memorization, providing a rich

environment where meaningful communication takes place is

desired. In this case formulates what is meant by teaching

speaking:

a. Produce the English speech sounds and sound patterns.

b. Use word and sentence stress, intonation patterns and the

rhythm of the second language.

c. Select appropriate words and sentences according to the proper

social setting, audience, situation and subject matter.

d. Organize their thoughts in a meaningful and logical sequence.

e. Use language as a means of expressing values and judgments.

f. Use the language quickly and confidently with few unnatural

pauses called as fluency.

In addition, Hayriye (2006) provides some suggestions for

English teachers in teaching speaking. As we can see in the

following:

a. Provide maximum opportunity to students to speak the target

language by providing.

b. A rich environment that contains collaborative work,

authentic materials and tasks, and shared knowledge.

c. Try to involve each student in every speaking activity; for

this aim, practice different ways of student participation.

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d. Reduce teacher speaking time in class while increasing

student speaking time. Step back and observe students.

e. Indicate positive signs when commenting on a students’

response.

f. Ask eliciting questions such as “What do you mean? How did

you reach that conclusion?” in order to prompt students to

speak more.

g. Provide written feedback like “Your presentation was really

great. It was a good job. I really appreciated your efforts in

preparing the materials and efficient use of your voice…”

h. Do not correct students’ pronunciation mistakes very often

while they are speaking. Correction should not distract

student from his or her speech.

i. Involve speaking activities not only in class but also out of

class; contact parents and other people who can help.

j. Circulate around classroom to ensure that students are on the

right track and see whether they need your help while they

work in groups or pairs.

k. Provide the vocabulary beforehand that students need in

speaking activities.

l. Diagnose problems faced by students who have difficulty in

expressing themselves in the target language and provide

more opportunities to practice the spoken language.

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The activities which are given by teachers are aimed to attract

students’ motivation to involve in speaking class. Thus, the teacher

should use a good method in the teaching and learning process of

speaking.

4. Activities in Teaching Speaking

There are many activities which offer students much time to

practice their speaking ability not only in class but also outside and

help them become more socialized, and make students more active

in teaching and learning process and at the same time makes their

learning more meaningful and fun for them that stated by Hayriye

(2006) such as simulations, information gap, brainstorming,

storytelling, interview, story completion, reporting, playing cards,

picture narrating, picture describing. Each of activities is explained

as follows:

a. Brainstorming

On a given topic, students can produce ideas in a limited

time. Depends on the context, either individual or group

brainstorming is effective and learners generate ideas quickly

and freely. The good characteristics of brainstorming are that

the students are not criticized for their ideas so students will be

open to sharing new ideas.

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b. Discussion

The students may aim to arrive at a conclusion, share ideas

about an event, or find solutions in their discussion groups.

Here the teacher can form groups of students and each group

works on their topic for a given time period and present their

opinions to the class. The main aim of group discussion is to

improve fluency, grammar in probably best allowed to

function as a naturally communicative context.

c. Information Gap

In this activity, students are supposed to be working in

pairs. One student will have the information that other partner

does not have and the partners will share their information.

Information gap activities serve many purposes such as solving

a problem or collecting information. Also, each partner plays

an important role because the task cannot be completed if the

partners do not provide the information the others need. These

activities are effective because everybody has the opportunity

to talk extensively in the target language.

d. Storytelling

Students can briefly summarize a tale or story they heard

from somebody, or they may create their own stories to tell

their classmates. Story telling fosters creative thinking. It also

helps students express ideas in the format of beginning,

21

development, and ending, including the characters and setting

a story has to have. Students also can tell riddles or jokes. For

instance, at the very beginning of each class session, the

teacher may call a few students to tell short riddles or jokes as

an opening. In this way, not only will the teacher address

students’ speaking ability, but also get the attention of the

class.

e. Interviews

Conducting interviews with people gives students a chance

to practice their speaking ability not only in class but also

outside and helps them becoming socialized. After interviews,

each student can present the result to the class. Students can

conduct interviews on selected topics with various people. It is

a good idea that the teacher provides a rubric to students so

that they know what type of questions they can ask or what

path to follow, but students should prepare their own interview

questions. Conducting interviews with people gives students a

chance to practice their speaking ability not only in class but

also outside and helps them becoming socialized. After

interviews, each student can present his or her study to the

class. Moreover, students can interview each other and

“introduce” his or her partner to the class.

f. Story Completion

22

This is a very enjoyable, whole-class, free-speaking activity

where students sit in a circle. For this activity, a teacher starts

to tell a story, but after a few sentences he or she stops

narrating. Then, each student starts to narrate from the point

where the previous one stopped. Each student is supposed to

add from four to ten sentences. Students can add new

characters, events, descriptions and so on.

g. Reporting

Before coming to class, students are asked to read a

newspaper or magazine and, in class, they report to their

friends what they find as the most interesting news. Students

can also talk about whether they have experienced anything

worth telling their friends in their daily lives before class.

h. Picture Narrating

This activity is based on several sequential pictures.

Students are asked to tell the story taking place in the

sequential pictures by paying attention to the criteria provided

by the teacher as a rubric. Rubrics can include the vocabulary

or structures they need to use while narrating.

i. Picture Describing

Another way to make use of pictures in a speaking activity

is to give students just one picture and having them describe

what it is in the picture. For this activity students can form

23

groups and each group is given a different picture. Students

discuss the picture with their groups, so a spokes person for

each group describes the picture to the whole class. This

activity fosters the creativity and imagination of the learners as

well as their public speaking skills.

5. Types of Classroom Speaking Performance

There are six categories apply to the kinds of oral production

that students are expected to carry out in the classroom according

Nunan (2003:271):

a. Imitative

A very limited portion of classroom speaking time may be

spent generating “human tape recorder” speech, where, for

example, learners practice an intonation contour or try to

pinpoint a certain vowel sound. This practice is for focusing on

some particular element of language form. “Drills” offer

students an opportunity to listen and to orally repeat certain

strings of language that may pose some linguistic difficulty-

either phonological or grammatical. They can help to establish

certain psychomotor patterns and to associate selected

grammatical forms with their appropriate context.

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b. Intensive

Intensive speaking goes one step beyond imitative to

include any speaking performance that is designed to practice

some phonological or grammatical aspect of language.

Intensive speaking can be self-initiated or it can ever form part

of some pair work activity, where learners are “going over”

certain forms of language.

c. Responsive

A good deal of students speech in the classroom is

responsive: short replies to teacher or student initiated

questions or comments. These replies are usually sufficient and

do not extend into dialogues. It is meaningful and authentic.

d. Transactional (dialogue)

Transactional language, carried out for purpose of

conveying or exchanging specific information, is an extended

form of responsive language.

e. Interpersonal (dialogue)

It is carried out for the purpose of maintaining social

relationships than for the transmission of facts and

information. These conversations are a little trickier for

learners because they can involve some or all factors such as: a

casual register, colloquial language, emotionally charged

language, slang, ellipsis, sarcasm and a covert “agenda”.

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f. Extensive (monologue)

Students at intermediate to advance levels are called on

to give extended monologues in the form of oral reports,

summaries, or perhaps short speeches. Here the register is

more formal and deliberative. These monologues can be

planned or impromptu.

6. Teaching Speaking in Junior High School

The subject of this research is the student in second grade of

SMP N 1 Plupuh. Knowing the students’ characteristics is the first

step that will help the teachers to help them. Students should learn

the best strategies to improve their own learning. Spratt (2005: 53)

states the characteristics of senior high school students: able to

keep still for longer periods, able concentrate for longer periods,

learn in more abstract ways, usually able to control and plan their

own behavior, not so willing to make mistakes or take risks, aware

of themselves and/or their actions, paying attention to form and

meaning in language, and have experience of life.

Adolescence Illustrates the teenage years between 13 and

19. As marked by Maier (2011), in this time a lot of crucial

changes occur in young people’s life. They shift from the carefree

childhood to the more intricate adult world. This is A time of

physical, emotional and moral development.

26

a. First characteristic feature of adolescence is physical change.

Teenagers experience growth spurts which relate to the rapid

skeletal enlargement, muscle and brain development, along

with sexual and hormonal maturity.

b. Another major characteristic worth to mention is

socialization. Adolescents start to socialize with their peers

rather than with the family. During childhood, kids treat their

parents as an adult role models, but it changes through the

adolescence time. Nevertheless, it does not mean that the

family is less important for teenagers. They simply try to be

more independent and define who they are, and that is more

possible with an interaction of the peers.

c. The cognitive processes in the adolescents characteristics.

Teenagers‟ way of thinking and reasoning undergoes some

transformations. They begin to comprehend the abstract

things, develop their language skills, as well as verbalization,

which permits for communicating in a more extensive way.

Abstract thoughts help teenagers in developing a sense of

social consciousness and justice, moreover they make it

easier for teens to decide if their choices are right in

accordance with their morality. Following Piaget (1950)

adolescents have an ability to consider situations logically,

taking into account their cause and effect concepts and use

27

symbols through the means of broad imagination. Maier

(2011) also postulates that emotional changes are key factor

in characteristics of adolescents. Adolescence is a period

when teenagers are going through so called “emotional

storm”. Parents and teachers may observe aggressive

behaviors and some discipline problems. Adolescents become

irritable and moody. As their curiosity and willingness to

experiments rises, they reach for forbidden substances, such

as cigarettes and alcohol. The fact that adolescents have

more independence is one of the reason for their

insubordinate action. As the parents do not have constant

control of their life anymore, teenagers start to take

advantages of that. Behavioral problems might to result in

depression, unwanted pregnancy or crime troubles. It is

crucial to react as soon as some characteristic signs appear in

order to avoid the critical phase.

In learning speaking sometimes students faced problem.the

problem that commonly appeared according Penny Ur (1996) that

they are

a. Inhibition

Unlike reading, writing, and listening activities, speaking

requires some degree of real-time exposure to an audience.

28

Learners are often inhibited about trying to say things in the

classroom, worried about making mistakes, fearful of critics or

losing face, or simply shy of the attention that their speech

attracts.

b. Nothing to say

Even if they are not inhibited, you often hear learners

complain that they cannot think of anything to say, they have

no motivation to express themselves beyond the guilty feeling

that they should be speaking.

c. Low or uneven participation

Only one participant can talk at a time if he or she is to be

heard; and in the large group this means that each one will

have only very little talking time. This problem is compounded

by the tendency of some learners to dominate, while others

speak very little or not at all.

d. Mother-tongue used

In classes where all, or a number of, the learners share the

same mother-tongue, they may tend to use it: because it is

easier, because it feels unnatural to speak to one another in a

foreign language, and because they feel less exposed if they

are speaking their mother tongue. If they are talking in small

group it can be quite difficult to get some classes particularly

29

the less disciplined or motivated ones to keep to the target

language.

B. Kinds of Method

Method is a generalized set of classroom specifications for

accomplishing linguistic objective. Method tends to be concerned

primarily with teacher and students roles and behavior and secondarily

with such features as linguistic and subject matter objectives, sequencing,

and material. They are almost always thought of as being broadly

applicable to a variety of audiences in a variety of contexts (Brown, 2001:

88). There are several method in teching English. they are as follows:

1. Grammar Translation method

Richards (1997) stated that Grammar Translation method was

said to be the outcome of German learners and their scholarship.

The objective was to study a language and know about it

theoretically rather than to study it in a practical way. In the U.S.

they considered it the Prussian method. Grammar Translation is a

method of learning through the study of grammar rules and its

applications which ends in translating them into target language.

Thus language learning is considered to be more than mere

memorizing the grammar, syntax and other structures of a foreign

language. It involves the first language which is maintained as the

30

reference system in the acquisition of the second language” (Stern.

1983:455)

2. Direct method

Richards (1997) stated that foreign language must be used

spontaneously by the learners and this free usage must be

encouraged by the teachers. This led to the teachers replacing

textbooks in learning which resulted in speaking with a focus to

pronunciation. The characteristic of the direct method are classroom

instruction was conducted exclusively in the target language, only

everyday vocabulary and sentences were taught oral communication

skills were built up in a carefully graded progression organized

around question and answer exchanges between students in small,

intensive classes. Grammar was taught inductively. New teaching

points were introduced orally.

3. The oral approach and situational language

Teaching this approach is similar to direct method as it uses

oral approaches. But the general principles or the common principles

followed oral approaches as the name indicated. Later another

method was evolved or created by many other linguists like Palmer

and Hornby. They incorporated certain principles of choosing,

arranging and presenting. Though they did not agree with particular

or specific procedures of teaching the overall general concepts were

31

known as oral approach to language teaching. But this is entirely

different from Direct Method where oral procedures are adopted.

4. Audio Lingual method

Audio Lingual method is considered equal or equated to other forms

of learning. So teaching is increased, learning efficiency is focused

more, as language is a formal set of rules. The method of Audio

Lingual emphasizes more on the formal usage of language and the

structural and mechanic characters of language.

5. Suggestopedia

Suggestopedia is the application of the study of suggestion to

pedagogy, to help them overcome the barriers to learning (Freeman,

2000: 73). The theory of this method is that a language can be

acquired only when the learner is receptive and has no mental

blocked. Various methods are recommendation to the student to

create the opinion that the language is easy so that the mental

blocked in learning activity will be removed. The types of learning

activity in suggestopedia are includes imitation, question and

answer, reading, role play and so on.

6. Communicative language teaching

Communicative language teaching has focused to make the

learner to communicate more in effectively and appropriately in the

various conditions, they would be likely to find their self in the

certain condition. CLT course content are function to inviting,

32

suggesting, complaining or notion, for examples, the expression of

time, quantity, location, as well.

C. Audio Lingual method

Audio Lingual Method uses the stimulus-response reinforcement

model. In this method, the grammatical rules are introduced in the dialog

which is reinforced. Audio Lingual Method drills the students in the use of

grammatical sentence patterns. It is method can be done by playing a

recording of a conversation in the target language, the students listen and

rehearse what they have heard.

Larsen-Freeman, D. (2000) stated that Audio Lingual Method is an

oral-based approach. It drills students in the use of grammatical sentence

patterns. Beside that the role of teachers in Audio Lingual Method is like

an orchestra leader. They Providing students with a good model for

imitation while the students are imitator.

There are principles of Audio Lingual Methodas stated by larsen

(2002) as follow:

1. Language is speech not writing

2. Language is a set of habit. Learning is controlled through behaviour.

3. A comparison between the native language and target language is

supposed to help teachers to find the areas with their students

probably experience difficulty: this is expected to help students to

overcome the habit of the native language.

33

4. Language is not seen separated from culture.

5. The dialogue is the chief means of presenting vocabulary. Structure

and it is learned through repetation and imitation.

6. Listening and speaking are given priority in language teaching and

they precede reading and writing.

7. Correct pronounciation, stress, rhythm and intonation are

emphasized.

Procedure of Audio Lingual Method is a set of the typical steps in

teaching the target language through the audio lingual method. Since the

listening and speaking ability is the first skill to consider, the first

procedure of teaching is more related to listening and speaking ability

(Huebener, 1969:17). The procedure can be as follows:

1. The language teacher gives a brief summary of the content of the

dialogue.

2. The language learners listen attentively while the teacher reads or

recites the dialogue at normal speed several times.

3. Repetition of each line by the language learners in chorus is the next

step. Each sentence may be repeated a half dozens of times, depending

on its length and on the alertness of the language learners. If the

teacher detects an error, the offending learner is corrected and is asked

to repeat the sentence.

34

4. Repetition is continued with groups decreasing in size, that is, first the

two halves of the class, then thirds, and then single rows or smaller

groups. Groups can assume the speaker’s roles.

5. Pairs of individual learners now go to the front of the classroom to act

out of the dialogue. By this time they should have memorized the text.

According to Brown (2000) There are types of learning techniques and

activities :

1. Drills

Categorization of Drills:

a. A mechanical drill is one where there is complete control over the

student’s response, and where comprehension is not required in order

to produce a correct rsponse.

Example: bag---this is a bag

book-this is a book

b. A meaningful drill is one in which there is still control over response,

but understanding is required in order for the student to produce a

correct response.

Example:

Teacher reads a sentence Student choose a response

I’m thirsty

I’m cold

I’ll get you something to eat

I’ll turn on the air

conditioning

35

I’m hungry I’ll get you something to

drink

c. A communicative drill is one in which the type of response is

controlled but the student provides his or her own content or

information.

Example:

Teacher Student completes cues

What did you do yesterday?

What did you study last night?

I did.......................

I studied.................................

2. Dialogue

Dialogue are the basic from of instructional materials in the Audiolingual

Method. The dialogue serves three functions:

a. Illustrates the target structure

b. Illustrates the situation the structure may be used

c. Provides cultural information for language use wherever

possible.

While the strategies of Audio Lingual Methodas stated by Brown (2000)

are as follows:

1. Dialogue Memorization: Students are given a short dialog to

memorize then they must use mimicry and applied role playing to

present the dialog.

36

2. Backward Build Up: Provide students with the sentence fragments

found in the materials section. Students repeat each part of the

sentence starting at the end of the sentence and expanding backwards

through the sentence adding each part in sequence.

3. Transformation Drill: The teacher provides a question which must be

transformed into a statement. An extension of this activity is to have

the students make a question out of a statement.

4. Complete the Dialog: Have the students fill in the blanks in the

dialogs provided. The proper English word must be inserted into the

text. This activity is much like a cloze activity.

5. Chain Drill: A chain of conversation forms around the room as the

teacher greets or questions a student and that student responds then

turns to the next student and greets or asks a question of the second

student and the chain continues.

Richard (2001) stated there are advantages of using Audio Lingual

Methodas follow:

1. In Audio Lingual Method, the students should over learn and given

drills, language learning is a process of habit formation. So the

students can make sentence patterns automatically without stopping to

think.

2. The process of teaching in Audio Lingual Methodinvolves extensive

oral instruction. Therefore, the students can increase their

pronunciations and speaking ability.

37

3. The students can improve their listening ability. Because in teaching

learning process in Audio Lingual Method, sometimes teacher use tape

and language lab, to hear dialogue from it.

While the disadvantages of using Audio Lingual Method as stated by

Richard (2001) are as follows:

1. Disadvantages of Using Audio Lingual Method While Audio Lingual

teaching is capable of filling an entire class hour with aural-oral

language, it is quite possible to argue that audio-ligula’s does not meet

this requirement as well as other methods.

2. While the presentation of a reading text, for example, may take up a

full period, students spend very little of this time focusing on the

message, which is presented over and over.

3. Besides that, pattern practice may also be comprehensible in theory, but

students probably do not attend to meaning after the first few repetition.

4. Then, over-use of drill and repetition, procedures such as not allowing

students’ access to the written word in early stages may also add to

anxiety

D. Teaching speaking using Audio Lingual Method

The teaching role of the teacher and students in classroom activities

by using Audio Lingual Method is as the learners’ role in the Audio

Lingual Method according to Larsen- Freeman (2000: 45) illustrates that

students are imitators of the teacher’s model or the tapes of model

38

speakers. They follow the teacher’s directions and respond as accurately as

possible. Teacher in Audio Lingual Method is like an orchestra leader. The

teacher is directing and controlling the language behavior of her or his

students. She is also responsible for providing a good model for imitation

to her or his students.

Larsen- Freeman (2002 :32-33) states that the first in application

Audio Lingual Method in teaching is,

1. Firstly, teacher presenting a new dialogue, a conversation between

two people:

Second the teacher gives a brief summary of the content of the

dialogue. The dialogue is not translated but equivalent translation of

key phrases should be given in order for the learners to understand.

2. The students listen attentively while the teacher reads or recites the

dialogue at normal speed several times. Gesture and facial expressions

or dramatized actions should accompany the presentation.

3. After that give order to the whole class repeats each of the lines of the

dialogue. Repetition of each line by the students in chorus is the next

Sally : Good morning, Bill

Bill: Good morning, Sally

Sally: How are you?

Bill : Fine, thank. And you?

Sally : Fine, where are you going?

Bill : I’m going to the post office

Sally: I am too. Shall we go together?

Bill: Sure let’s go

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step. Each sentence may be repeated a half dozens of times, depending

on its length and on the alertness of the students. If the teacher detects

an error, the offending student is corrected and is asked to repeat the

sentence. If many students make same errors, chorus repetition and

drill will be necessary.

4. Repetition is continued with groups decreasing in size, that is, first the

two halves of the class, then third, and then single rows or smaller

groups. Groups can assume the speaker roles.

5. After the class has repeated several times, then the teacher applied role

playing to present the dialogue. Pair of students now go to the front of

the classroom to act out of the dialogue. By this time, they should

memorize the text. This called as Dialogue Memorizing, one of the

techniques or strategies in teaching Audio Lingual Method.

6. The third is the teacher sees the pronunciation of each student.

Larsen-Freeman, (2000:45-50) provides expanded descriptions of

some common or typical techniques closely associated with the Audio

lingual Method. The listing here are as follows:

1. Dialog Memorization,

Students memorize an opening dialog using mimicry and applied

role playing

2. Backward Build-up (Expansion) Drill,

40

Teacher breaks a line into several parts; students repeat each part

starting at the end of sentence and “expanding” backwards through the

sentence, adding each part in sequence.

3. Repetition Drill,

Students repeat teacher’s model as quickly and accurately as

possible.

4. Chain Drill,

Students ask and answer each other one by one in a circular chain

around the classroom.

5. Single-slot Substitution Drill,

The teacher says a line, usually from the dialog. Next, the teacher

says a word or a phrase called the cue. The students repeat the line the

teacher has given them, substituting the cue into the line in its proper

place. The major purpose of this drill is to give the students practice in

finding and filling the slots of a sentence.

6. Multiple-slot Substitution Drill ,

Same as Single-slot drill, except that there are multiple cues to be

substitute into the line.

7. Transformation Drill,

The teacher provides a sentence that must be turned into something

else. The teacher gives students a certain kind of sentence pattern, an

affirmative sentence, for example. Students are asked to transform this

sentence into a negative sentence.

41

8. Question-and–Answer Drill,

Students should answer or ask question very quickly.

9. Use of Minimal Pairs,

Using contrastive analysis, teacher selects a pair of words that

sound identical except for single sound that typically poses difficulty

for the learner- students are to pronounce and differentiate the two

words.

10. Complete the Dialog,

Selected words are erased from a line in the dialog – students

must find and insert.

11. Grammar Games Speaking

Various games designed to practice a grammar point in context,

using lots of repetition.

E. Previous Related Study

The first research was done by Arsi Sumihadiningrum (UMS:

2011). She conducted her research entitled A Descriptive Study on

Teaching Speaking of Report Text Based on School Level-Based

Curriculum at the Ninth Year of SMP N 1 Kartasura in 2010/2011

Academic Year. The objectives of this research are to develop the students

courage to speak English in front of the audience and make the students

understand report text in English speaking. The result of the study is on

teaching speaking of report text teacher used four procedures, namely:

42

Building Knowledge of Filed (BKOF), Modeling of Text (MOT), Join

Construction of Text (JCOT), and Individual Construction of Text (ICOT).

The techniques implemented by teacher in teaching speaking of report text

are group discussion and question-answer. By using those variations of

technique, students do not feel bored and more enjoyable in receiving

materials. She finds the problem faced by the teacher; they are classroom

condition, classroom management, less facilities, and limited time.

The second research was done by Didid Fitri Wulandari (UMS:

2010). She conducted her research entitled A Descriptive Study on

Teacher-Student Interaction Speaking Class at the Eighth Year of SMP N

1 Gemolong in 2010/2011 Academic Year. The researcher uses descriptive

qualitative research. The objectives of this research are to identify the

teacher-students interaction in the speaking classs at the eight year of SMP

N 1 Gemolong and to identify the problems occur in speaking class at the

eight year of SMP N 1 Gemolong. The result of study is teacher

implemented three steps of teaching cycle, namely Opening, Core

Learning, and Closing. She finds that (1) teacher-students interaction in

speaking class is good, (2) problem faced by the students are students get

difficulty vocabulary, grammar, and pronunciation.

From the previous studies above, the researcher goes to do the

similar research but in different scope of which the subject is the second

grade of immersion class in SMA Negeri Karangpandan and it is limited

on teaching learning process of speaking skill.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

Research design in this study was qualitative research, because the

data were descriptive in the forms of written and spoken. Sugiyono

(2009:204) stated that “the data collected is in the form of words of picture

rather than numbers”. Qualitative research was a research that produces

the analysis procedure which did not use statistical analysis procedure or

the other quantitative way.

Sugiyono (2009:205) defined that qualitative was based on efforts

to build object views that was searched accurately, formed by words,

holistic picture and complicated.This research combined library and field

research. Library research was to get secondary data and field research

was for getting primary data from participants directly. Therefore,

researcher visited to the setting to do observation.

B. Research Setting

1. Place of the Research

This research conducted in SMP N 1 Plupuh Sragen. This school

located in Plupuh, Sragen.

44

2. Time of the research

The research conducted from 10 March until April 2017 at the eighth

grade students of SMP N 1 Plupuh Sragen in the academic year of

2016/2017. The schedule of planning of the research was as follow:

Table 3.1. The schedule of planning of the research

Subject 2016 2017

Nov Dec Jan Feb March April

week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Designing

research

proposal

Collecting

data

Writing

research

report

C. Subject of Research

SMP N 1 Plupuh had regular class. In regular class, there were 6

class. every class consisted of 23 students. The researcher chose eight F

because based on the teacher recomendation that this class had the highest

score on English class especially speaking skill.

D. Instrument of Research

Instrument in qualitative research was very important because the

instrument was the researcher it self. The researcher had a function to

decide the focus of research, chose data source, collected data, analyzed

data, and made conclusion. According Moleong (2005: 9) stated that in

qualitative research, the researcher itself or with other people was main

instrument to collect data. Beside that only human as the instrument in the

45

research that could be related to the other object and conceiving in real

condition. Based on the explanation above, it could be concluded that the

researcher was the main instrument and the main part in qualitative

research.

E. Data and Data Source

In qualitative research, source of primary data were the actions and

the source of additional data was the written data, documents such as

written data, pictures, or statistical data (Moleong, 2005: 216). If the

researcher used interview to collect data, someone who responds or

answer the researchers’ question was the source of data. If the researcher

used observation to collect data, the source of data was the movable thing

or the process which was observed. Source of data in this research was as

follow:

1. The headmaster who gave further information about history of

establishing school, the aims on teaching English for senior high

students and school curriculum.

2. The teacher who gave some further instructional information.

3. The documents (syllabus, lesson plan, data of students, and schedule).

46

F. Technique of Collecting Data

The data of this research were collected by using some techniques of

qualitative data collection: observation, interview and document analysis.

Photograph and record were also taken during the implementation of the

research to produce more accurate data.

a. Classroom Observation

Classroom observation was an observation that was focused on the

understanding of how social events of the language classroom were

enacted (Nunan, 1992: 93). In this classroom observation, the subjects of

observation were teacher and students’ activities on English speaking

class. It focused on the teaching and learning methods and assessment. In

this research, the observation was systematic. The researcher had decided

the observation scheme. Generally, the observation scheme contained

teaching material consist of teaching materials and teaching aids,

teaching methods with particular reference on the teaching methods and

the medium of instruction and learning assessments covering the

technique of learning assessment.

b. Interview

Interview was the technique of data collection by asking question

to the respondents and the answer would be noted or recorded (Hasan,

2002: 85). Bungin (2011) interview was the process of obtaining

information for research purposes by way of question and answer with a

face to face between the interviewer and the interviewee informants or

47

with or without a guide / guide the interview. Interview is done to get

further instructional information about teaching and learning process of

speaking skill in SMP N 1 Plupuh. The researcher interviewed the

headmaster and the teacher who taught English, Mrs. Ristanti, S. Pd. In

the interview, the researcher used semi-structural interview. The

researcher used the general idea to interview.

In interviewing the headmaster, the general idea which would be

asked were the history of establishing school, the aims in teaching

English for senior high school students and school curriculum. The

researcher interviewed the headmaster once. In interviewing the teacher,

the general idea included the teaching learning process and assessments.

This was to obtain further explanation about the researchers’ classroom

observation or another question which related to teaching learning and

assessment process which not be gathered from observation.

c. Document analysis

It was done to obtain the written data, such as note, transcript,

newspaper, magazine, agenda, etc (Hasan, 2002: 85). The researcher

used this technique to support the data collection from observation and

interview. This method was to collect data of the textbooks or materials,

syllabus and lesson plan. The documents are syllabus, lesson plan, data

of students, schedule, and pictures.

48

G. Technique of Analyzing Data

The data in this research was analyzed by using descriptive qualitative

method. The model of analysis were involving collecting data, reducing

data, presenting data, and also drawing conclusion (Sutopo, 2006: 95). The

researcher collected the data, reduced and presented it. In reducing data, the

researcher rejected meaningless data, so she got the important points of

finding. It was followed by presenting data, it means that the researcher

presented about the data systematically and logically. So, the meaning of

every event was clear. In the end of collecting the data, the researcher tried

to verify the data based on reduction and data presentation.

1. Reducing Data

Not all the obtained data of the research were important. It meant

that the important information must be taken and unimportant

information must be ignored. In process of data reduction, the

researcher selected, focused, and abstracted the data in the field note.

The data reduction was done during research activities. In this case, the

researcher reduced information during the research activities if the data

was unimportant or do not support the data researchers’ needed.

2. Presenting Data

It meant describing data in the form of descriptive or narration. As

the second component in analyzing data, this technique is used

arranging the information, description, or narration to draw conclusion.

By presenting data, the researcher considered what the researcher

49

should do. The researcher could analyze the other action based on her

understanding.

3. Drawing Conclusion

The third activity was drawing conclusion. In this study,

conclusions were drawn continuously throughout the course of study.

The researcher tended to accumulate and formulate her interpretation as

she went along. The researcher wanted to write up not only she saw

each day but also her interpretation of those conclusions.

H. Trustworthiness of Data

In analyzing data, the researcher also needed to analyze the validity

of the data sources to get the valid data. To prove the trustworthiness of

data, the researcher used triangulation technique. Triangulation was a

technique that was based in the phenomenology of thinking that is multi

perspective. Some perspective would be considered a variety of

phenomena that arise and could be concluded that more stable and

acceptable to the truth (Sutopo, 2006: 77).

Denzin in Lier (1970: 472) stated that there were at least four

varieties of triangulation; theoretical triangulation involves the use of

several different perspectives in the analysis of same set of data, data

triangulation attempts to gather observations with multiple sampling

strategies, investigator triangulation was the use of more than one observer

50

in the field situation and methodological triangulation could take two

forms. The first was within-method and the second was between-method.

Patton in Sutopo (2002: 78) stated there were four kinds of

triangulation technique. They were: (1) Data triangulation, which was the

use of multiple data sources to help understanding a phenomenon. (2)

Methodological triangulation, which was use of multiple research methods

to study a phenomenon. (3) Investigator triangulation, which was use of

multiple investigator in collecting and interpreting the data. (4) Theory

triangulation, which was the use of multiple theories to help interpreting

and explaining the data.

The researcher used one of triangulations, the researcher employed

data triangulation to determine the validity data. So, it could be concluded

that data triangulation meant the best way to insures that a theory was

tested in more than one way, increasing the likelihood that negative cases

would be uncovered.

Interviews Informant

Data Content Analysis Document

Observations Activities

In validating the data, the researcher compared the data that found

during observations and the data found from the interviews. After

observing the process of teaching and learning process, the researcher did

the crosschecking them to the data of interviews.

51

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presented the research findings and discussion.

The research finding was the answer of the problems statements on the first

chapter. There are three objectives in this research, namely; describing the

implementation on teaching speaking using Audio Lingual Method at the eighth

grade of SMP N 1 Plupuh in academic year 2016/2017, describing what the

problems did the teacher face on teaching speaking using Audio Lingual Method

at the eighth grade of SMP N 1 Plupuh in academic year 2016/2017 and describing

how did teacher solve the problem on teaching speaking using Audio Lingual

Method at the eighth grade of SMP N 1 Plupuh in academic year 2016/2017.

A. Research Findings

1. The implementation on teaching speaking using Audio Lingual

Method at the eighth grade of SMP N 1 Plupuh in academic year

2016/2017

Based on the data of observations and interviews which were done

by the researcher, the process of teaching speaking using Audio Lingual

Method in SMP N I Plupuh can be differentiated in two points. They are

methods and material of teaching.

52

a. Observation

1. First observation

On the First observation the researcher observed at VIII F

class. The observation took place on Monday 20th

March 2017.

The material was about short functional text. It included some

utterances dialog between two people. The material was from

syllabus KD 3.1 expressing the meaning in the transactional

dialog (to get things done) and interpersonal, (socialize) simple

with use variety of language spoken accurately smoothly and

interact with their surroundings involving a speech act asking,

giving, refusing services, asking , giving refuse goods,

admitting, denying and asking giving opinion.

There were three steps in activity in teaching. They are

opening, main activity and closing. On the opening stage the

teacher greeted the students and asked the students to pray

together before began the meeting. Then the teacher check the

students attendance. The teacher called the students‟ name one

by one. Beside that the teacher also did apperception regarding

to the materials that would be presented today. The teacher

asking to the students a question such as „what expression do

you use when you want to help a person? Then the students

responded the question about the material which was given by

the teacher. After question and answer with the students done

53

the teacher explained materials that would be learnt today. The

material today was expression in daily life including speech act

asking, giving, refusing services, asking , giving refuse goods,

admitting, denying and asking giving opinion.

On the main stage the teacher gave materials today. The

teacher gave explanation of the speech act asking, giving,

refusing services, asking, giving refuse goods, admitting,

denying and asking giving opinion. The teacher wrote them in

the whiteboard. After that the teacher pronounced the example

and the students repeat them. The students listen carefully to

the pronunciation and after that the students was asked to

repeat them together.

After that the teacher asked the students to discuss with

their group. Each group consisting of 5 students, after that each

group of the students had to make their own dialog with their

group about recount text and presented the dialog in front of

the class. They were some students were didn‟t feel confident

to practice their dialog in front of the class but the teacher

encourage her peer to be brave, beside that the students also

often face the difficulty in vocabulary. Therefore the teacher

asked the students to open their dictionary or translate it

directly.

54

After all the students presented their dialog gave

responses to the student‟s performance and gave feedback. The

teacher also reviewed the material that is invitation. The

teacher also gave appreciation on the student‟s achievements.

In the last stage was closing. Here the teacher gave

conclusion about the material that had been learnt today. The

teacher also gave students motivation to always studied

English not only at school but also at home. Then the teacher

also gave the student homework in the student‟s worksheet

book. Then the bell rang it was signed that the meeting was

over. The teacher enclosed the meeting today by saying

hamdalah and salam.

2. Second observation

On the Second observation the researcher observed at VIII

F class. The observation took place on Wednesday 22th

March

2017. The material was about short functional text. It included

some utterances dialog between two people. The material was

from syllabus KD 3.2 express the meaning in the transactional

dialog (to get things done) and interpersonal, (socialize) very

simple by using different kind of oral language accurately,

fluently, and can be accepted to communicate with

environment around. They involved asking for help, asking and

giving thing, asking and giving a fact.

55

There were three steps in activity in teaching. They are

opening, main activity and closing. On the opening stage the

teacher greeted the students and asked the students to pray

together before began the meeting. Then the teacher check the

students attendance. Beside that the teacher also doing

apperception regarding to the materials that would be presented

today. The teacher asking to the students a question such as

„’well student, do you ever invite your friend to go to the

party? “What do you say if you want to invite your friend?

Then the students responded the question about the material

which was given by the teacher. After question and answer

with the students done the teacher explained materials that

would be learnt today.

On the main stage the teacher explained some expression

that was used to invite a person. The teacher write the

expression in the whiteboard . the expression were as follow

Expression to invite someone.

1. You can use these expressions to invite someone.

Shall we come to……….

Like to come to………..

Would you like to come?

I‟d very much like you to come.

I‟ll really happy if you come to…

56

2. You can use these expressions to accept an invitation.

Yes, certainly I will come.

I‟d like to love to come.

I would, very much.

Thank you very much for inviting me.

That‟s fine

3. You can use these expressions to decline an invitation.

I‟m terribly sorry. I don‟t think I can.

I‟m very sorry, I can‟t.

Thank you very much, but……

Thank you for asking me,

After that the teacher pronounce the expression clearly.

The students listen carefully to the pronunciation and after that

the students was asked to repeat them together. They repeat the

expression in three times and more until they got the correct

pronunciation of them. After that the teacher asked the

students to discuss with their pair. Each pair consisted of two

students. The teacher gave dialog about invitation to the

students. The examples of dialog given by the teacher were as

follow

Dialog 1 Ludi Invites Maya to go to a Movie

Ludi : Hi, Maya. There will be a great film tonight. It‟s about

vampire. Would you like to go to the movie with me?

57

Maya : Yes, certainly I will come. When will you pick me up?

Ludi : I‟ll pick you at 7.00. Be ready, OK!

Maya : Alright.

Dialog 2 Afif is very busy doing his homework. Sheila, his friend, asks him

to come to her party.

Sheila : Heloo, this is Sheila. May I speak to Afif?

Afif : This is Afif speaking.

Sheila : Oh, hi Afif. I wonder if you‟d like to come to my house

right now. We‟re having a great party.

Afif : I don‟t think I can. I‟m doing my homework. My parents

won‟t let me out before I finish my homework.

Sheila : That‟s alright.

Afif : I hope you enjoy your party. Bye.

Sheila : Bye.

Then the students were asked to identify the invitation

expression. By this activity the students was intended

understand the expression of invitation. Then the teacher and

students together repeat to pronounce the expression. The

teacher give time to the students who want to volunteer present

the dialog that had been studied before. After that each pair of

the students had to make their own dialog with about invitation

and presented the dialog in front of the class. the teacher said

that you and your partner have to practice your dialogue in

front of the classroom. They were some students were still shy

58

to practice their dialog in front of the class but the teacher

encourage her peer to be brave. She gave motivation that it

didn‟t matter if we made mistake. By keep practicing the

ability of speaking will improved. While the student‟s

performance the dialog in front of the class the teacher assets

the students speaking ability. The assessment included five

aspects. They were intonation, pronunciation fluency, content,

face / body expression.

After all the students presented their dialog the teacher

gave responses to the student‟s performance and gave

feedback. The teacher also reviewed the material that is

invitation. The teacher also gave appreciation on the student‟s

achievements.

In the last stage was closing. Here the teacher gave

conclusion about the material that had been learnt today. The

teacher also gave students motivation to always studied

English not only at school but also at home. Then the teacher

also gave the student homework about invitation in the

student‟s worksheet book. Then the bell rang it was signed that

the meeting was over. The teacher enclosed the meeting today

by saying hamdalah and salam.

59

3. Third observation

On the third observation the researcher observed at VIII

F class again. The observation was on Monday 27th

March

2017. The material was about short functional text. It included

some utterances dialog between two people. The material was

from syllabus KD 4.2 respond to the meaning that is in simple

short monologue accurately, smoothly and interact with their

surroundings in the form descriptive and recount text.

There were three steps in activity in teaching. They are

opening, main activity and closing. On the opening stage the

teacher greeted the students and asked the students to pray

together before began the meeting. Then the teacher check the

students attendance. Beside that the teacher also doing

apperception regarding to the materials that would be presented

today. The teacher asking to the students a question such as

„what did you do yesterday Then the students responded the

question about the material which was given by the teacher.

After question and answer with the students done the teacher

explained materials that would be learnt today. The material

today was recount text.

On the main stage the teacher explained about recount

text. the generic structure and the language features of this

text. ten the teacher explained simple past tense. The teacher

60

gave example of the sentences using simple past tense. The

teacher wrote them in the whiteboard. After that the teacher

pronounces the example and the students repeat them. The

students listen carefully to the pronunciation and after that the

students was asked to repeat them together.

After that the teacher asked the students to discuss with

their group. Each group consisting of 5 students, the teacher

gave example of a recount text. The examples of recount text

was given by the teacher were as follow

Last week was a terrible day for me. My cousin and I

were playing foot ball in front of the house to spend time with

us.

First, it was really fun until I kicked the ball too strong,

so the ball leaded to the window and broke the window. When

we wanted to escape, all of sudden we all heard a loud voice.

After that, the owner of the house came out of the fence, he

yelled at us. We are very afraid of her, but we did not know

what to do. Then , one of my cousin told us to run, we all ran,

and suddenly we heard the sound of animal. Then we knew

that homeowner allowed her dogs to chase us and we were

struggling to run as fast as we can.

But we fell down so the dog managed to capture me and

bit my leg. It really hurts me. Then the dog ran back into the

house. My cousin took me to the doctor and told my parents.

In the end, the doctor said that I was exposed to rabies. Then i

was hospitalized for one week more. That‟s a terrible day of

the week for me.

Then the students were asked to identified the generic

structure and the language feature of the text. By this activity

61

the students was intended understand the recount text. Then

the teacher and students together repeat to pronounce the text.

After that each group of the students had to make their

own dialog with their group about recount text and presented

the dialog in front of the class. They were some students were

still shy to practice their dialog in front of the class but the

teacher encourage her peer to be brave. She gave motivation

that it didn‟t matter if we made mistake. By keep practicing the

ability of speaking will improved.

After all the students presented their dialog gave

responses to the student‟s performance and gave feedback. The

teacher also reviewed the material that is invitation. The

teacher also gave appreciation on the student‟s achievements.

In the last stage was closing. Here the teacher gave conclusion

about the material that had been learnt today. The teacher also

gave students motivation to always studied English not only at

school but also at home. Then the teacher also gave the student

homework about invitation in the student‟s worksheet book.

Then the bell rang it was signed that the meeting was over. The

teacher enclosed the meeting today by saying hamdalah and

salam

62

4.1 table of the steps of audiolingual method application in the

speaking class

no meeting steps activity

1 First

meeting

opening The teacher did greeting and

aperception toward the material that

would be given

Main activity The teacher gave explanation of

the material.

The teacher pronouce the

expression the the students repeat

them in several times.

The students was devided in group.

Each group made their own dialog,

then presented in front of class

closing The techer gave feedback.

2 Second

meeting

opening The teacher did greeting and

aperception toward the material that

would be given

Main activity The teacher explained some

63

expression that was used to invite a

person.

The teacher pronounce the

expression the students repeated

them three times.

The students was asked to discuss

with their pair.

Each pair was given a dialog that

contain invitation expression.

The teacher asked the students to

identified the invitation expresion.

Then the teacher read the dialog

together. The teacher asked the

students to volunteer reading in

front of the class.

Then each pair make dialog.

Each pair then perfomed in front of

the class

closing The teacher gave feedback,

reviewed the material and gave

apreciation to the students

achievements.

64

3 Third

meeting

opening The teacher did greeting and

aperception toward the material that

would be given

Main activity The teacher explained recount text.

The teacher explained simple past

tense. The teacher made example

and pronounce them the students

repeated them.

The students was devided in group.

the teacher gave an example of

recount text. the students was

asked to identified the generic

structure and the languange

feature.

After that the teacher and students

read them together.

Then the students was asked to

make dialog . then presented it

infront of the class

closing The teacher gave feed back, and

gave apreciation to the students

achievements

65

2. The problems does the teacher face on teaching speaking using Audio

Lingual Method at the eighth grade of SMP N 1 Plupuh in academic

year 2016/2017

Based on the observation and interview that had been done by the

researcher there are some problem that happened during the process of

teaching speaking English in SMP Negeri Plupuh in the academic year

2016/ 2017. The problem can be classified into two.

a. The problem faced by the teacher

There were some problems that appeared during the process

teaching speaking. During the process observation, the researcher

could found some problems.

1) The problem of classroom management.

The numbers of students in the class influenced the teacher

organized them. From the observation the class had full

numbers of students and it was very noisy in the class. It made

the teacher difficult to manage the class. The teacher was

difficult to control all students‟ activity when the teacher made

a group work, the teacher explained about the material, and

teacher gave the students exercise. Some students participated

actively and the others did not participate actively. The students

were noisy and did other activities when the teacher began to

explain the material they did not pay attention. Some students

were noisily talking and playing with their friend. The class

66

became crowded. The students who wanted to listen to the

teacher explanation become disturbed. The communicative

language learning will go on well in class speaking especially if

the number of the class not more than 20 students.

2) Problem of limited time

English schedule in this school was two meeting in a week.

It was used to teach all the four skill of English. They were

speaking, writing, listening and reading. So the time was

limited for teaching speaking. Teaching speaking needed each

student to perform. Moreover the numbers of the students made

the teacher more difficult to manage the time. For instance,

when the teacher asked the students to perform their speech in

front of the class, not all the students could perform because the

limited allocated time. Beside that there were some students

who were difficult to perform because they were shy, not

feeling confident, nervous. It could waste the time more

because they reluctant to perform. They needed teacher

encouragement.

3) Problem of different capability of the students in English

Each student had different capability in receiving the

materials. Some of them were fast learner. They could learn the

material fast. However among them there were also some

students who slow learner. They learned the material slowly,

67

sometimes they unfocused in learning process. This situation

made the teaching and learning activity didn‟t run well. The

students did not understand the material. It was proven when

the teacher asked some students next meeting they were

confused

b. The problem faced students

From the observation and interview data, the problems were

not only faced by the teacher but also face by the students.

1) Problem of limited vocabulary

Vocabulary is important in learning English. Without

vocabulary the students would be difficult to express their

thought in English freely. It was shown during the observation

in the class some of the students were shy in answering the

teacher question in English. They didn‟t answer give the

answer because they didn‟t know how to answer the question in

appropriate English.

2) Problem of pronunciation.

Beside limited vocabulary the other problem was

pronunciation. The researcher observed that the student often

made wrong pronunciations in speaking English. The students

spoke in English every time but with wrong pronunciation. For

example, when the students wanted to speak i run away. In the

68

word „run‟ – there is a sound of a vowel in the word "run".

However the students pronounce it „run‟.

3) Problem was grammar mastery.

Grammar is one part of speech process that important.

Although grammar was not the center attention in speaking

class, but it was important for students in learning English. For

example when the student wanted to speak, my friend and I

were studying English together. They said my friend and I was

study together.

4) Problem from the student‟s itself.

In the class they were shy to speak English. Whereas

speaking class was needed bravery to express their idea and

thought orally. Sometimes students were not confident when

they performed speech. They were feeling nervous. The

students were feeling afraid they might speak wrongly. They

might make mistake and being laughed by their friends.

3. How does teacher solve the problem on teaching speaking using Audio

Lingual Method at the eighth grade of SMP N 1 Plupuh in academic

year 2016/2017

Based on the observation and interview that had been done by the

researcher there are some ways that the teacher done to solve the problem

69

during the teaching and learning speaking by using Audio Lingual Method

in SMP Negeri Plupuh in the academic year 2016/ 2017.

a. The problem faced by the teacher

1) The problem of classroom management.

This problem was solved by the teacher by giving a reward

for the students who had good scores in speaking performance.

Besides, for the students who made noisy in the class and joke

with their friend the teacher give them warning if they did not

pay attention they will get punishment. The punishment was in

the form of the reduce score of the students.

2) Problem of limited time

This problem was solved by the teacher by maximized the

allocation time. The teacher also limited the time the student‟s

performance in front of class. Beside that the teacher also gave

extra time to give the English lesson in out of the schedule.

3) Problem of different capability of the students in English

This problem was solved by the teacher by giving them

review every meeting so the student would be more understand

the material. The teacher replied the pronunciation of a certain

word when there were students who didn‟t get it.

70

b. The problem faced students

From the observation data, the problems were not only faced by

the teacher but also face by the students.

1) Problem of limited vocabulary

To solve the problem of limited vocabulary the teacher

asked the students to bring their dictionary when English class.

The teacher also made a vocabularies list every meeting related

to the material. The students were asked to write them in their

note book and remember them.

2) Problem of pronunciation.

Beside limited vocabulary the other problem was

pronunciation. The researcher observed that the student often

made wrong pronunciations in speaking English. The students

spoke in English every time but with wrong pronunciation. For

example, when the students wanted to speak it is a beautiful

picture. In the word „picture‟ – there is a sound of K consonant

in the word "picture". However the students pronounce it

„pitcher‟. Pitcher and picture is different word and meaning.

To solve this problem the teacher guided to correct the

students‟ speech. When the students started the conversation the

teacher pay more attention to them. Thus there were wrong

pronunciations the teacher could correct it soon.

71

3) Problem was grammar mastery.

To solve the problem of grammar mastery the teacher

collected the material in one package. If it was conversation,

the teacher applied the dialogue and followed by some question

about the dialog.

4) Problem from the student‟s itself.

To solve the problem the teacher gave encouragement to

the students that feeling nervous was naturally every human

being had. They had to overcome those feeling by practicing

English every day so the feeling can be reduced. The teacher

also applied many kinds of games so the students could

practice every time. Beside that the teacher also motivated the

students to improve their skill. The teacher suggested them to

practice every day and followed courses at home.

B. Discussion

In the research finding, the researcher discusses some theories

concerning with the methods used by teacher in teaching speaking English at

the eighth grade students of SMP Negeri 1 Plupuh and also some problem that

faced by the teacher and students during the teaching and learning process.

The researcher observed and studied in many dimensions to get the data. In

order to justify the research findings, the researcher tried to discuss it with the

other relevant references.

72

1. The implementation on teaching speaking using Audio Lingual

Method at the eighth grade of SMP N 1 Plupuh in academic year

2016/2017

Based on the research findings and the discussion, the researcher

concluded that audio-lingual method has been applied in teaching

speaking English in SMPN 1 Plupuh in the academic year 2016/2017.

The implementation of Audio Lingual Method in SMP Plupuh was

divided in three stages. They were opening, main activity and closing.

Opening stages was included greeting, praying, reviewing last material,

checking students attendant and apperception. While the main activity

was included the implementation of Audio Lingual Method. the

procedure of teaching were 1) the teacher introduce the new materials and

explaining them 2) the teacher gave dialog 3) the teacher pronounce the

dialogue 3) then the students listen and follow to pronounce them 4)

repetition was done in several times until the correct pronunciation got 5)

group discussion with their friend making dialogue 6) present their

dialogue with their group or pair in front of class. the last stage was

closing. In this stages the teacher and students concluded the materials

that had been learn and gave feedback. Beside that the teacher also gave

motivation.

Those findings were in line with Huebener, (1969:17) that The

procedure can be as follows:1) The language teacher gives a brief

73

summary of the content of the dialogue. 2) The language learners listen

attentively while the teacher reads or recites the dialogue at normal speed

several times. 3) Repetition of each line by the language learners in

chorus is the next step. Each sentence may be repeated a half dozens of

times, depending on its length and on the alertness of the language

learners. If the teacher detects an error, the offending learner is corrected

and is asked to repeat the sentence.4) Repetition is continued with groups

decreasing in size, that is, first the two halves of the class, then thirds, and

then single rows or smaller groups. Groups can assume the speaker‟s

roles.5) Pairs of individual learners now go to the front of the classroom

to act out of the dialogue. By this time they should have memorized the

text.

Howard (1968 : 18) defines teaching is an activity that tries to help

and guides someone to obtain, change, or develop skill, attitude, ideas,

appreciations, and knowledge. The teacher attempts to bring about

desirable behavioral changes or tendencies toward change in his students.

It is apparent that there must be decisions made as decisions made as to

what learning is desirable and how best to perform such teaching and

learning.

Brown (2001:14) defines method as an overall plan for orderly

presentation of language material, no part of which contradicts, and all of

which is based upon the selected approach. An approach is axiomatic

74

whereas a method is procedural. Method is treated at the level of design

in which the roles of teachers, learners, and instructional materials are

specific. The used of a methods is an adjustments of the class`s condition.

Some considerations to choose an appropriate method are condition of

learner, teacher and material of study.

Richard (2001) stated there are advantages of using Audio Lingual

Method as follow: 1) In Audio-Lingual Method, the students should over

learn and given drills, language learning is a process of habit formation.

So the students can make sentence patterns automatically without

stopping to think.2) The process of teaching in Audio-Lingual Method

involves extensive oral instruction. Therefore, the students can increase

their pronunciations and speaking ability.3) The students can improve

their listening ability. Because in teaching learning process in Audio-

Lingual Method, sometimes teacher use tape and language lab, to hear

dialogue from it.

2. The problems does the teacher face on teaching speaking using Audio

Lingual Method at the eighth grade of SMP N 1 Plupuh in academic

year 2016/2017

In conducting the process in teaching speaking there were some

problem that faced by the students and the teacher. The problem that

faced by the teacher including the classroom management. The total

number of students in the class influenced the teacher to organize them.

From the observation the class had full number of students and it was

75

very noisy in the class. It made the teacher difficult to manage the class.

Some students participated actively and the others didn‟t participate

actively. The communicative language learning will go on well in class

speaking especially if the number of the class not more than 20 students.

The second problem was limited time. English schedule in this school

was two meeting in a week. It was used to teach all the four skill of

English. They are speaking, writing, listening and reading. So the time

was limited for teaching speaking. For instance, when the teacher asked

the students to perform their speech in front of the class, not all the

students could perform because the limited allocated time.

The last problem was different capability of the students in English.

Each student had different capability in receiving the materials. Some of

them were fast learner. They could learn the material fast. However

among them there were also some students who slow learner.

From the observation data, the problems were not only faced by the

teacher but also face by the students. The first problem was limited

vocabulary. Vocabulary is important in learning English. Without

vocabulary the students would be difficult to express their thought in

English freely.

Beside limited vocabulary the other problem was pronunciation. The

researcher observed that the student often made wrong pronunciations in

speaking English. The students spoke in English every time but with

wrong pronunciation.

76

The third problem was grammar mastery. Grammar is one part of

speech process that important. Although grammar was not the center

attention in speaking class, but it was important for students in learning

English.

The last problem came from the student‟s itself. In the class they were

shy to speak English. Sometimes students were not confident when they

performed speech. They were feeling nervous. The students were feeling

afraid they might speak wrongly. They might make mistake and being

laughed by their friends.

In lined with the research findings that there were some problem that

faced by teacher and students in teaching and learning process, Penny Ur

(1996) also explained that in speaking sometimes students faced problem.

The problem that commonly appeared they are 1) Inhibition. Unlike

reading, writing, and listening activities, speaking requires some degree

of real-time exposure to an audience. Learners are often inhibited about

trying to say things in the classroom, worried about making mistakes,

fearful of critics or losing face, or simply shy of the attention that their

speech attracts. 2) Nothing to say. Even if they are not inhibited, you

often hear learners complain that they cannot think of anything to say,

they have no motivation to express themselves beyond the guilty feeling

that they should be speaking. 3) Low or uneven participation. Only one

participant can talk at a time if he or she is to be heard; and in the large

group this means that each one will have only very little talking time.

77

This problem is compounded by the tendency of some learners to

dominate, while others speak very little or not at all. 3) Mother-tongue

used. In classes where all, or a number of, the learners share the same

mother-tongue, they may tend to use it: because it is easier, because it

feels unnatural to speak to one another in a foreign language, and because

they feel less exposed if they are speaking their mother tongue. If they are

talking in small group it can be quite difficult to get some classes

particularly the less disciplined or motivated ones to keep to the target

language.

3. How does teacher solve the problem on teaching speaking using

Audio Lingual Method at the eighth grade of SMP N 1 Plupuh in

academic year 2016/2017

In conducting the process in teaching speaking there were some

problem that faced by the students and the teacher. The problem that

faced by the teacher including the classroom management. This problem

solved by the teacher by give a reward for the students who had a good

score in speaking performance. Beside that for the students who made

noisy in the class and joke with their friend the teacher give them warning

if they didn‟t pay attention they will get punishment. The punishment in

the form of the reduce score of the students.

The second problem was limited time. This problem was solved by the

teacher by maximize the allocation time. The teacher also limited the time

78

the student‟s performance in front of class. Beside that the teacher also

giving extra time to give the English lesson in out of the schedule.

The last problem was different capability of the students in English.

This problem was solved by the teacher by giving them review every

meeting so the student would be more understand the material. The

teacher replied the pronunciation of a certain word when there were

students who didn‟t get it.

From the observation data, the problems were not only faced by the

teacher but also face by the students. The first problem was limited

vocabulary. To solve the problem of limited vocabulary the teacher asked

the students to bring their dictionary when English class. The teacher also

made a vocabularies list every meeting related to the material. The

students were asked to write them in their note book and remember them.

Beside limited vocabulary the other problem was pronunciation. To

solve this problem the teacher guided to correct the students‟ speech.

When the students started the conversation the teacher pay more attention

to them. Thus there were wrong pronunciations the teacher could correct

it soon.

The third problem was grammar mastery. To solve the problem of

grammar mastery the teacher collected the material in one package. If it

was conversation, the teacher applied the dialogue and followed by some

question about the dialog.

79

The last problem came from the student‟s itself. To solve the problem

the teacher gave encouragement to the students that feeling nervous was

naturally every human being had. They had to cope those feeling by

practicing English every day so the feeling can be reduced. The teacher

also applied many kinds of games so the students could practice every

time. Beside that the teacher also motivated the students to improve their

skill. The teacher suggested them to practice every day and followed

courses at home. Those findings were in harmony with Richard

(1999:204) stated that speaking is a crucial part of second language

learning and teaching. When a person speak to the person involved ideas,

language, grammar, vocabulary, and pronunciation. Therefore it is

important to give students as many opportunities as possible to speak in a

supportive environment. Gaining confidence will help students speak

more easily.

In addition, Hayriye (2006) provides some suggestions for

English teachers in teaching speaking. As we can see in the following: 1)

Provide maximum opportunity to students to speak the target language by

providing.2) A rich environment that contains collaborative work,

authentic materials and tasks, and shared knowledge. Try to involve each

student in every speaking activity; for this aim, practice different ways of

student participation. 3) Reduce teacher speaking time in class while

increasing student speaking time. Step back and observe students. 4)

80

Indicate positive signs when commenting on a students‟ response. 5) Ask

eliciting questions such as “What do you mean? How did you reach that

conclusion?” in order to prompt students to speak more. 6) Provide written

feedback like “Your presentation was really great. It was a good job. I

really appreciated your efforts in preparing the materials and efficient use

of your voice…” 6) Do not correct students‟ pronunciation mistakes very

often while they are speaking. Correction should not distract student from

his or her speech. Involve speaking activities not only in class but also out

of class; contact parents and other people who can help. 7) Circulate

around classroom to ensure that students are on the right track and see

whether they need your help while they work in groups or pairs. Provide

the vocabulary beforehand that students need in speaking activities. 8)

Diagnose problems faced by students who have difficulty in expressing

themselves in the target language and provide more opportunities to

practice the spoken language. The activities which are given by teachers

are aimed to attract students‟ motivation to involve in speaking class.

Thus, the teacher should use a good method in the teaching and learning

process of speaking.

81

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents conclusion of the research and

suggestion for developing of Teaching Speaking to the Eight Grade Students of

SMPN 1 Plupuh in the Academic Year 2016/2017.

A. Conclusions

Based on the research findings and the discussion, the researcher

concluded that audio-lingual method has been applied in teaching speaking

English in SMPN 1 Plupuh in the academic year 2016/2017.

The implementation of audio-lingual Method in SMP Plupuh was

divided in three stages. They were opening, main activity and closing.

Opening stages was included greeting, praying , reviewing last material,

checking students attendant and apperception. while the main activity was

included the implementation of Audio-lingual method. the procedure of

teaching were 1) the teacher introduce the new materials and explaining them

2) the teacher gave dialog 3) the teacher pronounce the dialogue 4) then the

students listen and follow to pronounce them 5) repetition was done in several

times until the correct pronunciation got 6) group discussion with their friend

making dialogue 7) present their dialogue with their group or pair in front of

class. the last stage was closing. In this stage the teacher and students

82

concluded the materials that had been learn and gave feedback. Beside that the

teacher also gave motivation.

In the teaching and learning of English speaking, there were some

problem. The problem faced by students are limited vocabulary. Without

vocabulary the students would be difficult to express their thought in English

freely. Pronunciation, the researcher observed that the student often made

wrong pronunciations in speaking English. The third problem was grammar

mastery. The last problem came from the student’s itself. In the class they

were shy to speak English. Sometimes students were not confident when they

performed speech. They were feeling nervous.

There are some actions that the teacher took to solve the problem. the

teacher by maximize the allocation time. The teacher also limited the time the

student’s performance in front of class. Beside that the teacher also giving

extra time to give the English lesson in out of the schedule. the teacher by

giving them review every meeting so the student would be more understand

the material. The teacher replied the pronunciation of a certain word when

there were students who didn’t get it. The teacher asked the students to bring

their dictionary when English class. The teacher also made a vocabularies list

every meeting related to the material. The students were asked to write them

in their note book and remember them. the teacher guided to correct the

students’ speech. When the students started the conversation the teacher pay

more attention to them. Thus there were wrong pronunciations the teacher

could correct it soon. The teacher collected the material in one package. If it

83

was conversation, the teacher applied the dialogue and followed by some

question about the dialog. Teacher gave encouragement to the students that

feeling nervous was naturally every human being had. They had to cope those

feeling by practicing English every day so the feeling can be reduced. The

teacher also applied many kind of games so the students could practice every

time. Beside that the teacher also motivated the students to improve their skill.

The teacher suggested them to practice everyday and followed courses at

home.

B. Suggestions

Based on the conclusion above, the researcher suggests:

1. To the teacher

a. The teachers should be more creative in teaching English especially

creative in choosing the speaking method.

b. The teachers also must have an extra time when they want to use

Group Discussion.

c. The teacher must be more creative and active in teaching process.

d. The teacher should improve the students motivation to brave the

teaching learning activities

e. Manage the time carefully supposed get the all material.

f. The teacher should be able to explain the materials clearly, especially

in giving the instructions and how to pronounce the words. The

teacher can write the instruction and the difficult word on the

84

whiteboard. Beside that, the teacher can spelling the word or translates

into Indonesia. So it could be understood well.

g. The teacher should make the varieties of exercise to develop the four

skills of the students. The teacher can taken exercise from other source

from example from internet or the other handbook. By the varieties

exercise the students get challenged to do the exercise that more

difficult then before. When the teacher explains, he or she should be

used mix language, because the students can not understand if the

teacher only used English. The teacher can use English but after that

the teacher translates into Indonesia. So, the students can understand

the materials.

2. To the students

a. The students have to increase their vocabulary.

b. The students should be discipline and more diligent to practice English

in their daily activities.

c. The students should have high self confidence to explore their skill.

3. To school

a. The school should facilitate the teaching learning process.

b. The school library should provide the collection of English book.

c. The school uses many sources to support the teaching learning

process.

4. To researcher

85

a. The researcher hopes this research will guide the other researchers as

the references to conduct about the process of teaching speaking.

b. The research hopes that there are future researchers who will complete

or citizen to study.

86

BIBLIOGRAPHY

Arikunto, Suharsini, 1991. Prosedur Penelitian Suatu Pendidikan Praktik.

Jakarta: Rineka Cipta

Brewster, Jean, & Gail Ellis, Dennis Girard. 2003. The Primary English Teacher

Guide. China: Pinguin English.

Brown, Douglas.2001. Teaching by An priciples An Interactive Approach to

Language Pedogy. Longman: Newyork.

Brown, Douglas.2004. Language Assement Principle and Classroom Practices.

Newyork: Pearson Education

Bugin, Burhan. Penelitian Kualitatif: Komunikasi, Ekonomi, Kebijakan Publik

dan Ilmu Sosial Lainnya.2007. Jakarta:Kencana

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-

8. Boston: Allyn&Bacon.

Creswell, John W. 2007. Pendekatan Kualitatif, Kuantitatif, dan Mixed.

Yogyakarta: Pustaka Pelajar.

Fauziati, Endang. 2002. Intodution to Method and Approach in Second or Foreign

Language Teaching. Surakarta: Era Pustaka Utama.

Fauziati,Endang. 2009. Introduction to Methods and Approaches in Second

orForeign language Teaching. Surakarta: Era pustaka utama.

Freeman & Larsen Diane. 2000. Teaching and Principles Teaching. Oxford

University Press: New York.

Grady, O.2000. Gapping and Coordinat in Second Language Acquisition.

Newyork

Ladousse, Gillian Porter.1995. Role Play: Resource Book for the Teacher Servise.

Newyork: Oxford University Press

Lexy, J Maelong. 1990. Metode Penelitian Kualitative. Bandung: Remaja Rosda

Karya

Mart, Cagri Tugrul.2013. The Audio Lingual Method:An Easy way of Achieving

Speech.University Urbill. Ira.

Nunan, David. 1992. Research Method in Language Teaching. Cambridge:

Cambridge University Press.

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Nunan, David. 2005. Practice English Language Teaching: Young Learners.

McGraw-Hiil

Pollard, Lucy. 2008. Teaching English. London: Lucy Pollard Copyright.

Richard & Theodora S Rodgers. 2001. Approaches and Methods in Language

Teaching Cambrige Uniersity

Seliger, H.W & Shohamy, E. (1989). Second Language Research Method,

Oxford: Oxford University Press

Setyadi, Bambang. 2006. Teaching English as Foreign Language. Yogyakarta:

GrahaIlmu.

Suharsimi, Arikunto, 1998. Dasar – Dasar Evaluasi Pendidikan (Edisi Revisi).

Jakarta: Bumi Aksara.

Syakur. 1987. Language Testing & Evaluation. Surakarta: Sebelas Maret

University Press

Suharsimi, Arikunto, 1998. Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi).

Jakarta: Bumi Aksara.

Sutopo, H.B. (2002), Metodologi Penelitian Kualitatif - Dasar Teori dan

Terapannya dalam Penelitian, Sebelas Maret University Press, Surakarta.

Ur .1996.A Course in Language Teaching, Practice and Theory. Cambrige:

Cambrige University Press.

Ur. 1999. A course in Language Teaching. Ernst Klett Sprachen

Ur, P.2007. Discussions that Work: Task Fluency Practice. New York Cambridge

University Press.

88

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN

SSIILLAABBUUSS PPEEMMBBEELLAAJJAARRAANN

Mata Pelajaran : Bahasa Inggris.

Satuan Pendidikan : SMP

Kelas/Semester : VIII/2

Nama Guru : Ristanti, S.Pd

NIP /NIK : 196508071987032012

Sekolah : SMP Plupuh

89

SILABUS PEMBELAJARAN

Sekolah : SMP NEGERI 1 PLUPUH

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan

lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Merespon

makna yang

terdapat dalam

percakapan

transaksional (to

get things done)

dan interpersonal

(bersosialisasi)

pendek sederhana

secara akurat,

lancar, dan

berterima untuk

berinteraksi

dengan

lingkungan

terdekat yang

melibatkan

tindak tutur:

meminta,

1. Percakapan yang

memuat ungkapan-

ungkapan berikut:

Contoh :

A: Do you mind

lending me some

money?

B: No Problem / I

want to, but ...

A: Can I have a

bit

B: Sure, here you

are

A:Here’s some

money for you

1. Eliciting

kosakata terkait

topik yang akan

dibahas (noun,

verb, adjective,

adverb)

2. Menentukan

makna kata dan

menggunakanny

a dalam kalimat

3. Mendengarkan

guru dan

menirukan

ungkapan-

ungkapan terkait

materi

4. Mendengarkan

percakapan

tentang materi

1. Merespon

ungkapan

meminta,

memberi,

menolak jasa

2. Merespon

ungkapan

meminta,member

i, menolak barang

3. Merespon

ungkapan

meminta,

memberi,

mengingkari

informasi

4. Merespon

ungkapan

meminta,member

i, menolak

Tes tertulis

Tes lisan

Tes tulis

1. Isian singkat

2. Jawaban

singkat

3. Pilihan

ganda

1.Listen to the

expression and

write your

response to it.

2.Listen to the

expression and

give your

response to it.

3.Listen to the

dialogue and

choose the right

answer.

2 x 40 menit

1. Script per uku

teks yang

relevan

2. Rekaman

percakapan

3. Tape

recorder

4. CD

5. CD player

6. gambar

7. Benda sekitar

8. model benda

90

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

memberi,

menolak jasa,

meminta,

memberi,

menolak barang,

dan meminta,

memberi dan

mengingkari

informasi,

meminta,

memberi, dan

menolak

pendapat, dan

menawarkan /

menerima /

menolak sesuatu

B: I can’t take this,

sorry

A: Do you like it?

B: Yes I do

A: Have you done

it?

B: Sorry, I haven’t

-A: Do you think it’s

good?

B: I think so / Sorry,

I can’t say

anything

A: Would you like

some...

B: Yes, please /

No, thanks

2. Tata Bahasa

Do you mind ....?

Present Perfect

3. Kosa kata

Kata terkait tema

dan jenis teks

4. Ungkapan Baku

- No Problem

terkait

5. Menjawab

berbagai

informasi yang

terdapat dalam

percakapan

6. Merespon

ungkapan-

ungkapan yang

terkait materi

pendapat

5. Merespon

ungkapan

meminta,meneri

ma, menolak

tawaran

91

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Merespon

makna yang

terdapat dalam

percakapan

transaksional (to

get things done)

dan interpersonal

(bersosialisasi)

pendek sederhana

secara akurat,

lancar, dan

berterima untuk

berinteraksi

dengan

lingkungan

terdekat yang

melibatkan

tindak tutur:

meminta,

memberi

persetujuan,

merespon

pernyataan,

memberi

perhatian

terhadap

- Sorry

- Yes, Please

- No, Thank you

1. Percakapan yang

memuat ungkapan-

ungkapan berikut:

- A: What if it I do it

again.

B: Fine, with me.

- A:I have to go

now.

B:Do you have to?

- A: ..........

B: Right / I see /

Hm...m.

- Hello, excuse me .....

- Did you? / Were

you ?

- Thanks/ Bye.../ See

you.

- Could I speak to ....

please?

1. Tanya jawab

berbagai hal

terkait

tema/topik yang

akan dibahas

2. Mendaftar

kosakata yang

digunakan

dalam

percakapan

3. Menentukan

makna kosakata

dalam daftar

4. Menggunakan

kosakata dalam

kalimat

5. Tanya jawab

menggunakan

ungkapan –

ungkapan terkait

6. Menirukan

ungkapan yang

diucapkan guru

7. Mendengarkan

1. Merespon

ungkapan

meminta,member

i persetujuan

2. Merespon

ungkapan

pernyataan

3. Merespon

ungkapan

memberi

perhatian

terhadap

pembicara

4. Mengawali,

memperpanjang

an menutup

percakapan

5. Merespon

ungkapan

mengawali,

memperpanjang

dan menutup

Tes lisan

Tes lisan

Tes tulis

Merespon

ungkapan

Merespon

ungkapan

Melengkapi

percakapan

Pilihan ganda

Listen to the

expressions and

give your

response to them.

Listen to the

dialogue and

complete the text

Listen to the

dialogue and

choose the best

answer

Listen to the

dialogue and

choose the best

answer

2 x 40 menit

1 Buku teks yang

relevan

2 Script

percakapan

3 Rekaman

percakapan

4 Tape recorder

5 Gambar yang

relevan

92

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

pembicara,

mengawali,

memperpanjang,

dan menutup

percakapan, dan

mengawali,

memperpanjang,

dan menutup

percakapan

telepon

- Well, I’m calling

to....

- Nice talking to you

2. Tata Bahasa

- Have / Has to

- Could I ...?

- Past form of be

3. Kosa kata

Kata terkait tema

dan jenis teks

percakapan

8. Menjawab

pertanyaan

tentang

percakapan

percakapan

telepon

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

93

Mengetahui;

Kepala Sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 20.

Guru Mapel Bahasa Inggris,

Ristanti, S.Pd

NIP. 196508071987032012

94

SILABUS PEMBELAJARAN

Sekolah : SMP NEGERI 1 PLUPUH

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan recount

untuk berinteraksi dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Merespon makna

yang terdapat dalam

teks lisan fungsional

pendek sederhana

secara akurat, lancar,

dan berterima untuk

berinteraksi dengan

lingkungan sekitar

1.Teks fungsional

pendek berbentuk:

- Notices

- Iklan

2. Tata Bahasa

- Kalimat perintah

- kalimat ajakan

3.Kosa kata

- terkait tema dan

jenis teks

4.Ungkapan Baku

1. Eliciting kosakata

terkait topik yang

akan dibahas

(noun, verb,

adjective, adverb)

2. menentukan

makna kata dan

menggunakannya

dalam kalimat.

3. Mendengarkan

guru dan

menirukan

ungkapan-

ungkapan terkait

materi

4. Mendengarkan

teks fungsional

1. Mengidentifikasi

berbagai informasi

dalam teks

fungsional pendek

- Notices

- Iklan

2. Mengidentifikasi

tujuan komunikatif

teks fungsional

pendek

Tes tulis

Melengkapi

rumpang

Benar / Salah

Listen to the

dialogue and

complete the

following text.

Listen to the

dialog and decide

whether the

statements are

True or False

2 x 40 menit

1. Buku teks

yang

relevan

2. Script teks

fungsional

pendek

3. Rekaman

teks

4. Tape

recorder

5. Contoh teks

fungsional

6. Gambar

yang

relevan

95

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Merespon makna

yang terdapat dalam

monolog pendek

sederhana secara

akurat, lancar, dan

berterima untuk

berinteraksi dengan

lingkungan sekitar

dalam teks berbentuk

narrative dan recount

- Be ware

1.Teks monolog

pendek berbentuk :

- narrative

- recount

2. Tata Bahasa

- Simple past tense

-Past Continuous

tense

3. Kosa kata

- kata terkait tema

dan

jenis teks

1. Ungkapan Baku

- It’s terrific !

- It’s wonderful

5. Menjawab

berbagai

informasi yang

terdapat dalam

teks.

6. Menentukan

makna teks

fungsional yang

diperdengarkan.

1. Tanya jawab

berbagai hal

terkait tema/topik

yang akan

dibahas.

2. Mendaftar

kosakata yang

digunakan dalam

percakapan

3. Menentukan

makna kosakata

dalam daftar.

4. Mendengarkan

teks narrative /

recount yang

dibacakan guru.

5. Tanya jawab

berbagai

informasi tentang

1. Mengidentifikasi

berbagai

informasi dalam

teks monolog

narative dan

recount.

2. Mengidentifikasi

tujuan

komunikatif teks

naratif dan

recount

Tes tulis

Pilihan ganda

Melengkapi

rumpang

Listen to the text

and choose the

right answer

Listen to the text

and complete the

bellow sentences

4 x 40 menit

1. Buku teks

yang relevan

2. Script cerita

naratif

3. Rekaman

cerita

4. Tape recorder

96

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

teks yang dibaca

guru.

6. Mendengarkan

teks narrative /

recount lainnya.

7. Menjawab

pertanyaan

tentang teks

narrative / recount

yang didengar

secara lisan.

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

7.

Mengetahui;

Kepala Sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 20.

Guru Mapel Bahasa Inggris,

Ristanti, S.Pd

NIP. 196508071987032012

97

98

SILABUS PEMBELAJARAN

Sekolah : SMP NEGERI 1 PLUPUH

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk

berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

9.1. Mengungkapkan

makna dalam

percakapan

transaksional (to

get things done)

dan interpersonal

(bersosialisasi)

pendek sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar,

dan berterima

untuk berinteraksi

dengan

lingkungan

terdekat yang

1.Percakapan singkat

memuat ungkapan –

ungkapan :

Contoh :

-.A: Do you mind

lending me some

money?

B: No, problems

-.A: Can I have a bit?

B: Sure, here you

are.

-.A: Here is some

money for you.

B: Sorry, I can’t take

1. Mengembangka

n kosakata

terkait dengan

jenis ungkapan

dan tema/topik

yang terkait

2. Tanya jawab

tentang berbagai

hal

menggunakan

ungkapan terkait

materi/topik.tem

a yang di pillih

3. Menirukan

ungkapan-

ungkapan terkait

materi yang

1. Bertanya dan

menjawab tentang

meminta,memberi

,menolak jasa

2. Bertanya dan

menjawab tentang

meminta,memberi

,menolak barang

3. Bertanya dan

menjawab tentang

meminta,memberi

dan mengingkari

informasi

4. Bertanya dan

menjawab tentang

meminta,memberi

dan menolak

Unjuk kerja

Uji petik

berbicara,

Bermain peran

Create a dialogue

based on the role

cards and perform

it in front of the

class

4 x 40 menit

1. Buku teks

yang relevan

2. Gambar yang

relevan

3. Benda sekitar

4. Role cards

99

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

melibatkan tindak

tutur: meminta,

memberi,

menolak jasa,

meminta,

memberi,

menolak barang,

meminta,

memberi dan

mengingkari

informasi,

meminta,

memberi, dan

menolak

pendapat, dan

menawarkan /

menerima /

menolak sesuatu

this.

-.A: Do you like it ?

B: Yes, I do.

-.A: Have you done it?

B:No, I haven’t.

-.A: Do you think it’s

good?

B: I think it is / Sorry

I can’t say any

thing

-.A: Would you like

some .....?

B: Yes, please / No,

Thanks

2.Tata Bahasa

- Do you mind ....

- Present perfect

tense

3. Kosa kata

- Kata terkait tema

dan jenis teks

diucapkan guru

4. Latihan bertanya

dan menjawab

menggunakan

ungkapan yang

telah dipelajari

secara

berpasangan

5. Bermain peran

melakukan

percakapan

berdasarkan

situasi yang

diberikan

pendapat

5. Bertanya dan

menjawab tentang

menawarkan,men

erima,menolak

sesuatu

100

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

9.2. Mengungkapkan

makna dalam

percakapan

transaksional (to

get things done)

dan interpersonal

(bersosialisasi)

pendek sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar,

dan berterima

untuk berinteraksi

dengan

lingkungan

terdekat yang

melibatkan tindak

tutur: meminta,

memberi

persetujuan,

4. Ungkapan Baku

- No Problem

- Sorry

- No, thanks

- Yes, Please

1. Teks percakapan

memuat ungkapan

berikut:

Contoh :

- A: what if I do it

again?

B: Fine with me.

- A: I Must go now

B: Do you have to?

Right.

I see.

Hm...m yeah

Hello,excuse me

Did you? / Were

you?

Thanks/ Bye / see

1. Tanya jawab

menggunakan

berbagai kosakata

dan ungkapan

yang telah

dipelajari

2. Mendengarkan

yang memuat

ungkapan-

ungkapan yang

telah dipelajari

3. Menjawab

pertanyaan

tentang isi

percakapan

4. Menjawab

pertanyaan

tentang makna

dan fungsi

ungkapan terkait

5. Menggunakan

1. Bertanya dan

menjawab tentang

meminta,memberi

persetujuan

2. Bertanya dan

menjawab tentang

merespon

pernyataan

3. Bertanya dan

menjawab tentang

memberi

perhatian terhadap

lawan bicara

4. Mengawali,memp

erpanjang

menutup

percakapan

Unjuk kerja

Uji petik

berbicara

Bermain peran

Create a dialogue

based on the role

cards and perform

it in front of the

class.

2 x 40 menit

1. Buku teks

yang relevan

2. Gambar yang

relevan

3. Benda sekitar

4. Kartu peran

101

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

merespon

pernyataan,

memberi

perhatian

terhadap

pembicara,

mengawali,

memperpanjang,

dan menutup

percakapan, serta

mengawali,

memperpanjang,

dan menutup

percakapan

telepon

you

Could I speak to ..?

Well,I’m calling to

...?

Nice talking to you.

2. Tata Bahasa

- Past form of be

3. Kosa kata

- Kata terkait tema dan

jenis teks

4. Spelling and

intonation

ungkapan –

ungkapan terkait

berdasarkan

konteks

6. Bermain peran

mengunakan

ungkapan yang

telah dipelajari

5. Mengawali,memp

erpanjang

menutup

percakapan

telepon

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

4.

102

Mengetahui;

Kepala Sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 20.

Guru Mapel Bahasa Inggris,

Ristanti, S.Pd

NIP. 196508071987032012

SILABUS PEMBELAJARAN

Sekolah : SMP NEGERI 1 PLUPUH

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Berbicara

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

103

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

10.1 Mengungkapka

n makna dalam

teks lisan

fungsional

pendek

sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar

dan berterima

untuk

berinteraksi

dengan

lingkungan

sekitar

1.Teks fungsional

pendek :

- Notices

- Iklan

2. Tata Bahasa

- Imperatives

- Comparison

3. Kosakata

- Kata terkait tema dan

jenis teks

4. Ungkapan baku

- attention, please

1. Review

kosakata dan

ungkapan yang

digunakan

dalam teks

fungsional

pendek terkait

materi

2. Membuat

kalimat

sederhana

untuk:

- Memberi

perhatian

(Notice)

- Menarik

seseorang

membeli /

menggun-

akan

produk terten-

tu

3. Membahas

gambit-gambit

yang sering

muncul dalam

teks fungsional

terkait

1. Mengungkapkan

secara lisan teks

fungsional :

- Pengumuman

- Undangan

- Pesan singkat

2. Bertanya dan

menjawab secara

lisan berbagai

info dalam teks

pengumuman,

undangan, pesan

singkat

Unjuk kerja

Uji petik

berbicara

1. Give suitable

notices based

on the

pictures

2. Make simple

advertisments

based on the

pictures

4 x 40 menit

1. Buku teks

yang relevan

2. Gambar

terkait materi

dan topik

3. Benda sekitar

4. Teks bentuk

khusus:

- undangan

- pengumum

an

- pesan

singkat

104

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

10.2 Mengungkap

kan makna

dalam monolog

pendek

sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar,

dan berterima

untuk

berinteraksi

dengan

lingkungan

sekitar dalam

teks berbentuk

recount dan

narrative

1.Teks monolog

berbentuk recount dan

narrative.

2.Ciri-ciri kebahasaan

teks narrative dan

recount.

3.Langkah retorika

teks narrative dan

recount.

4. Tata Bahasa

- Simple Past tense

- Past continuous

tense

- temporal conjuntions

- Connective words

- Adverbs

- Adjectives

4. Membuat

secara lisan:

- Notice

- Iklan

1. Review kosakata

dan tata bahasa

terkait jenis teks

recount dan

narrative dngan

tema yang

dipilih

2. Membuat

kalimat

sederhana secara

lisan terkait ciri-

ciri kebahasaan

teks recount dan

narrative

- simple past

- past

continuous

- temporal

conjunctions

- connective

words

- adverbs

- Melakukan monolog

pendek sederhana

dalam bentuk

narrative dan recount

Unjuk kerja

Uji Petik

berbicara

1. Tell us briefly

what you did

yesterday

2. Retell a story

that you know

very well.

3. Tell a story

based on the

series of a

pictures

given.

8 x 40 menit

1.Buku teks

yang relevan

2.Gambar yang

relevan

3.Benda sekitar

4. Buku cerita

dalam bahasa

Inggris

105

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

5.Kosa kata

- kata terkait tema dan

jenis teks

6.Ungkapan baku

- Really?

- That’s terrible

- How Then ?

- adjectives

3. Melakukan

percakapan

terkait kegiatan

yang dialami

atau cerita

populer di

kotanya

menggunakan

gambit-gambit

yang sesuai.

Contoh: Really?

That’s terrible!,

How then?,

First,...., then....,

finally...

4. Menceritakan

kembali kegiatan

/ pengalaman

atau teks

narative yang

pernah didengar

Menceritakan

berdasarkan foto

atau Gambar

cerita populer.

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

106

Mengetahui;

Kepala Sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 20.

Guru Mapel Bahasa Inggris,

Ristanti, S.Pd

NIP. 196508071987032012

107

SILABUS PEMBELAJARAN

Sekolah : SMP NEGERI 1 PLUPUH

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Membaca

5. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

11.1 Membaca

nyaring

bermakna teks

fungsional dan

essai pendek

sederhana

berbentuk

recount dan

narrative

dengan ucapan,

tekanan dan

intonasi yang

berterima yang

berkaitan

dengan

lingkungan

sekitar

11.2 Merespon

1. Teks Essai

berbentuk

narrative /

recount

2. Ciri kebahasaan

Teks Essai

berbentuk

narrative /

recount

3. Tujuan

komunikatif teks

essai narratif /

recount

4. Langkah retorika

narrative /

recount

1. Tanya jawab

mengembangkan

kosakata

berdasarkan

gambar / cerita

popular

2. Tanya jawab

menggali

informasi dalam

cerita

berdasarkan

gambar

3. Mendengarkan

teks narrative /

recount yang

dibaca guru

4. Membaca

nyaring teks

Membaca nyaring

dan bermakna

teks essai

berbentuk

narrative /

recount

Mengidentifikasi

berbagai makna

teks narrative /

recount

Mengidentifikasi

Tes lisan

Tes tulis

Membaca

nyaring

Pilihan ganda

Isian singkat

Read the story

aloud.

Choose the right

answer based on

the text.

Complete the

following

4 x 40 menit

1.Buku teks

yang relevan

2. Buku cerita

bahasa Inggris

3. Gambar -

gambar terkait

cerita

4. Rekaman

cerita

5. Tape

recorder

6. CD

7. VCD player

108

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

makna dalam

teks tulis

fungsional

pendek

sederhana

secara akurat,

lancar dan

berterima yang

berkaitan

dengan

lingkungan

sekitar

5. Spelling, stress,

intonation

narrative /

recount dengan

ucapan dan

intonasi yang

benar

5. Menjawab

berbagai

pertanyaan

tentang informasi

dalam teks yang

di baca

6. Menentukan

tujuan

komunikatif teks

narrative /

recount yang di

baca

7. Menentukan

langkah retorika

dari teks

narrative /

recount yang di

baca

8. Menentukan ciri

kebahasaan teks

narrative /

recount yang di

baca

9. Membaca teks

narrative /

tujuan

komunikatif teks

narrative /

recount

Mengidentifikasi

langkah retorika

dan ciri

kebahasaan teks

narrative /

recount

Tes Tulis

Tes Tulis

Pertanyaan

tertulis

sentences using

the information

from the text.

Answer the

following

questions based

on the text.

109

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

11.3 Merespon makna

dan langkah

retorika dalam

esei pendek

sederhana secara

akurat, lancar dan

berterima yang

berkaitan dengan

lingkungan sekitar

dalam teks

berbentuk recount

dan nararative

1.Teks fungsional :

- undangan

- pengumuman

- pesan

- iklan

2.Tujuan komunikatif

3.Ciri kebahasaan

recount lainnya

1. Mencermati teks

fungsional pendek

terkait materi

2. Menyebutkan

jenis teks

fungsional yang

dicermati

3. Membaca nyaring

teks fungsional

terkait materi

4. Menjawab

pertanyaan

tentang informasi

yang terdapat

dalam teks

5. Menyebutkan ciri-

ciri teks

fungsional yang

dibaca

6. Membaca teks

fungsional pendek

lainnya dari

berbagai sumber

Mengidentifikasi

berbagai

informasi dalam

teks fungsional

Mengidentifikasi

tujuan

komunikatif teks

fungsional

Mengindentifikasi

ciri kebahasaan

teks fungsional

Tes tulis

Tes tulis

Tes tulis

PG

Jawaban singkat

Jawaban singkat

Choose the best

option, a,b,c or d

Answer the

following

questions

Give short

answers !

4 x 40 menit

1. Buku teks

yang

relevan

2. Contoh teks

fungsional

3. Gambar

terkait

materi dan

topik

4. Benda

sekitar

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

110

Mengetahui;

Kepala Sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 20.

Guru Mapel Bahasa Inggris,

Ristanti, S.Pd

NIP. 196508071987032012

111

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan pendidikan : SMP

Mata pelajaran : Bahasa Inggris

Kelas/semester : VIII/II

Skill : Speaking

Tema : expression of asking and giving

Alokasi waktu : 1 x 40 menit

1. Standar kompetensi

Mengungkapakan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

2. Kompetensi dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam

bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak

jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan

meminta dan memberi pendapat

3. Indikator pencapaian

Mengungkapakan secara lisan ungkapan meminta dan menerima bantuan

Merespon secara lisan mengungkapkan pendapat

Berdiskusi tentang ungkapan memberi dan menerima barang

Mengunakan ungkapkan mengakui dan mengingkari fakta

4. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat:

Melafalkan atau mengungkapkan ungkapan meminta dan menerima bantuan

Menggunakan ungkapan mengungkapkan pendapat

Menggunakan ungkapan memberi dan menerima barang

Mengartikan ungkapan mengakui dan mengingkari fakta

Merespon ungkapan secara lisan denagn pronoun yang benar

112

5. Materi ajar

Percakapan

singkatan memuat

ungkapan –

ungkapan.

Contoh :

A; Let me help you.

B: Thank you so much.

A: Can I have a bit.

B: Sure. Here you are.

A: Did you break the

glass?

B: Yes, I did /

No, it wasn’t me.

A: What do you think of this?

B: Not bad.

2. Tata Bahasa

- Yes/No Questions

- QW-Questions

3. Kosa kata

- Kata terkait tema

dan jenis teks

4. Ungkapan Baku

- Sorry

- I Think so

- I don’t think so

6. Metode pembelajaran

ALM (Audio lingual method), Driling conversation

7. Kegiatan pembelajaran

Pendahuluan/ pre activities

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti process

pembelajaran (checking attendencce list)

Guru mengajukan beberapa pertanyaan yang mengaitkan pengetahuan

sebelumnya dengan materi yang akan dipelajari

113

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan

dicapai “ok student, I will mention to you, what kind of expression you can

use,“Please listen to me after I mention one by one those expressions, I hope you

can repeat it….

Guru menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai

silabus, meminta, memberi, menolak jasa, meminta, memberi, menolak barang,

mengakui, mengingkari fakta, dan meminta dan memberi pendapat

8. Kegiatan inti

Explorasi

Siswa mendengarkan secara seksama ungkapan yang disebutkan oleh guru.

Siswa diminta guru untuk mengulangi ungkapan tersebut

Siswa diminta menemukan exprsessing meminta, memberi, menolak jasa,

meminta,memberi, menolak barang, mengakui, mengingkari fakta, dan

meminta dan memberi pendapat dalam dialog secara kelompok.

Elaborasi

Siswa diminta untuk memahami ungkapan – ungkapan yang telah

disebutkan oleh guru.

Siswa dan guru secara bersama mengulangi mengungkapkan ungkapan –

ungkapan tertentu.

Siswa dibagi dalam beberapa kelompok dan diminta untuk menampilkan

dialog yang telah dipelajari.

Siswa bersama pasangannya menampilkan dialog yang telah dibuat didepan

kelas You and your partner have to practice your dialogue in front of the

classroom.

Konfirmasi

Guru meminta siswa untuk memberi tanggapan mereka atas penampilan

teman-temanny. What do you think about your friends performance?

Siswa mendapatkan feedback dari guru dan mereview ungkapan yang

digunakan untuk menyatakan unngkapan invitation.

Guru memberikan appresiasi atas pencapaian siswa

Kegiatan akhir

Guru dan siswa menyimpulkan pelajaran bersam

114

Guru memberikan penilaian atas pencapaian siswa

Siswa mendapatkan feedback dari guru dan mereview ungkapan expression

meminta, memberi, menolak jasa, meminta, memberi, menolak barang,

mengakui, mengingkari fakta, dan meminta dan memberi pendapat

Guru memberikan komentar yang membangun kemajuan siswa.

Guru meminta siswa untuk membuat dialog dirumah yang berhubungan

dengan expressions meminta, memberi, menolak jasa, meminta, memberi,

menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi

pendapat

9. Sumber/bahan/alat

English in focus ( for grade VIII )

10. Penilaian

a. Teknik : tes lisan

b. Bentuk : mempratekkan dialog didepan kelas

c. Alat penilain

d. Kriteria penilain

Rubic penilaian

No. Uraian Nilai

1. Low 70-75

2. Medium 76-80

3. Good 81-85

4. Excellent 86-90

Mengetahui

Kepala sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 2017

Guru Bahasa Inggris

Ristanti

NIP. 196508071987032012

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan pendidikan : SMP

Mata pelajaran : Bahasa Inggris

Kelas/semester : VIII/II

115

Skill : Speaking

Tema : Invitation

Alokasi waktu : 1 x 40 menit

1. Standar kompetensi

Mengungkapakan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

2. Kompetensi dasar

Memahami dan merespon percakapan transaksional ( to get things done )

dan interpersonal (bersosialisasi) sederhana dengan mengunakan ragam bahasa

lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan

sekitar yang melibatkan tindak tutur : mengundang, menerima, dan menolak

ajakan, menyetujui/ tidak menyetujui, memuji, dan memberi selamat.

3. Indikator pencapaian

Mengungkapakan secara lisan ungkapan invitation

Merespon secara lisan ungkapan invitation

Berdiskusi tentang ungkapan invitation

Mengunakan ungkapkan invitation yang mereka temui dalam kehidupan

sehari-hari

4. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat:

Melafalkan atau mengungkapkan ungkapan invitation sesuai dengan konten

Menggunakan ungkapan invitation dalam kehidupan sehari- hari dengan lancar

Mengartikan ungkapan invitation yang mereka temui dengan benar

Merespon ungkapan invitation secara lisan denagn pronoun yang benar

5. Materi ajar

A. Teaching material

Vocabulary related to the invitation expression

Expression to invite someone.

1. You can use these expressions to invite someone.

Shall we come to……….

Like to come to………..

116

Would you like to come?

I’d very much like you to come.

I’ll really happy if you come to…

2. You can use these expressions to accept an invitation.

Yes, certainly I will come.

I’d like to love to come.

I would, very much.

Thank you very much for inviting me.

That’s fine

3. You can use these expressions to decline an invitation.

I’m terribly sorry. I don’t think I can.

I’m very sorry, I can’t.

Thank you very much, but……

Thank you for asking me,

B. Learning material

Find the dialogues below using the expressions of accepting and declining

invitation.

Dialog 1 Ludi Invites Maya to go to a Movie

Ludi : Hi, Maya. There will be a great film tonight. It’s about vampire.

Would you like to go to the movie with me?

Maya : Yes, certainly I will come. When will you pick me up?

Ludi : I’ll pick you at 7.00. Be ready, OK!

Maya : Alright.

Dialog 2 Afif is very busy doing his homework. Sheila, his friend, asks him to come to her

party.

Sheila : Heloo, this is Sheila. May I speak to Afif?

Afif : This is Afif speaking.

Sheila : Oh, hi Afif. I wonder if you’d like to come to my house right now.

We’re having a great party.

Afif : I don’t think I can. I’m doing my homework. My parents won’t

let me out before I finish my homework.

Sheila : That’s alright.

Afif : I hope you enjoy your party. Bye.

Sheila : Bye.

117

Based on dialogue above it’s group the practice it in front on the class.

6. Metode pembelajaran

ALM (Audio lingual method), Driling conversation

7. Kegiatan pembelajaran

Pendahuluan/ pre activities

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti process

pembelajaran (checking attendencce list)

Guru mengajukan beberapa pertanyaan yang mengaitkan pengetahuan

sebelumnya dengan materi yang akan dipelajari

Contoh :

‘’well student, do you ever invite your friend to go to the party?

“What do you say if you want to invite your friend?

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan

dicapai “ok student, I will mention to you, what kind of expression you can

use,“Please listen to me after I mention one by one those expressions, I hope you

can repeat it….

Guru menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai

silabus

Well, my students, our topic is about expression invitation

8. Kegiatan inti

Explorasi

Siswa mendengarkan secara seksama ungkapan yang disebutkan oleh guru.

Siswa diminta guru untuk mengulangi ungkapan tersebut

Siswa diminta menemukan exprsessing invitation dalam dialog secara

kelompok.

Elaborasi

Siswa diminta untuk memahami ungkapan – ungkapan yang telah disebutkan

oleh guru.

Siswa dan guru secara bersama mengulangi mengungkapkan ungkapan –

ungkapan tertentu.

Siswa dibagi dalam beberapa kelompok dan diminta untuk menampilkan dialog

yang telah dipelajari.

118

Siswa bersama pasangannya menampilkan dialog yang telah dibuat didepan

kelas You and your partner have to practice your dialogue in front of the

classroom.

Konfirmasi

Guru meminta siswa untuk memberi tanggapan mereka atas penampilan

teman-temanny. What do you think about your friends performance?

Siswa mendapatkan feedback dari guru dan mereview ungkapan yang

digunakan untuk menyatakan unngkapan invitation.

Guru memberikan appresiasi atas pencapaian siswa

Kegiatan akhir

Guru dan siswa menyimpulkan pelajaran bersam

Guru memberikan penilaian atas pencapaian siswa

Siswa mendapatkan feedback dari guru dan mereview ungkapan expression

invitation

Guru memberikan komentar yang membangun kemajuan siswa.

Guru meminta siswa untuk membuat dialog dirumah yang berhubungan

dengan expressions invitation

9. Sumber/bahan/alat

English in focus ( for grade VIII )

10. Penilaian

a. Teknik : tes lisan

b. Bentuk : mempratekkan dialog didepan kelas

c. Alat penilain

d. Kriteria penilain

Rubic penilaian

No. Element yang dinilai Skor maksimal Penilaian peserta didik

1. Intonation 20

2. Pronunciation 20

3. Fluency 20

119

4. Content 20

5. Face/ body expression 20

Total 100

Mengetahui

Kepala sekolah

Priyanto, S.Pd.,M.Pd

NIP. 195908031981031013

Plupuh, 2017

Guru Bahasa Inggris

Ristanti

NIP. 196508071987032012

120

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan pendidikan : SMP

Mata pelajaran : Bahasa Inggris

Kelas/semester : VIII/II

Skill : Speaking

Tema : descriptie dan recount text

Alokasi waktu : 1 x 40 menit

1. Standar kompetensi

Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek

sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan

sekitar

2. Kompetensi dasar

makna dalam monolog pendek sederhana dengan menggunakan ragam

bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk descriptive dan recount

3. Indikator pencapaian

Mengungkapakan secara lisan ragam bahasa lisan secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

dan recount

Merespon secara lisan teks recount

Berdiskusi tentang teks berbentuk recount

Mengunakan ungkapkan simple past tense yang mereka temui dalam

kehidupan sehari-hari

4. Tujuan pembelajaran

Pada akhir pembelajaran siswa dapat:

Melafalkan atau mengungkapkan lisan ragam bahasa lisan secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks

berbentuk dan recount

Menggunakan kalimat simple past dalam kehidupan sehari- hari dengan lancar

Mengartikan teks recount

Merespon ungkapan invitation secara lisan denagn pronoun yang benar

121

5. Materi ajar

A. Teaching material

Simple Past Tense : Subject + V2

(+) Subject + was/ were+ adejective/ adverb

(?) Did Subject + V1?

Was/ Were +Subject + adjective/ adverb?

(-) Subject + did not + V1

Subject + was/ were not + adjective/ adverb

B. Learning material

Last week was a terrible day for me. My cousin and I were playing foot

ball in front of the house to spend time with us.

First, it was really fun until I kicked the ball too strong, so the ball leaded

to the window and broke the window. When we wanted to escape, all of sudden

we all heard a loud voice. After that, the owner of the house came out of the

fence, he yelled at us. We are very afraid of her, but we did not know what to do.

Then , one of my cousin told us to run, we all ran, and suddenly we heard the

sound of animal. Then we knew that homeowner allowed her dogs to chase us and

we were struggling to run as fast as we can.

But we fell down so the dog managed to capture me and bit my leg. It

really hurts me. Then the dog ran back into the house. My cousin took me to the

doctor and told my parents. In the end, the doctor said that I was exposed to

rabies. Then i was hospitalized for one week more. That’s a terrible day of the

week for me.

6. Metode pembelajaran

ALM (Audio lingual method), Driling conversation

7. Kegiatan pembelajaran

Pendahuluan/ pre activities

Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti process

pembelajaran (checking attendencce list)

Guru mengajukan beberapa pertanyaan yang mengaitkan pengetahuan

sebelumnya dengan materi yang akan dipelajari

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan

dicapai “ok student, I will mention to you, what kind of expression you can

use,“Please listen to me after I mention one by one those expressions, I hope you

can repeat it….

Guru menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai

silabus

122

Well, my students, our topic is about recount text

8. Kegiatan inti

Explorasi

Siswa mendengarkan secara seksama ungkapan yang disebutkan oleh guru.

Siswa diminta guru untuk mengulangi ungkapan tersebut

Siswa diminta menemukan exprsessing simple past tense dalam dialog

secara kelompok.

Elaborasi

Siswa diminta untuk memahami ungkapan – ungkapan yang telah

disebutkan oleh guru.

Siswa dan guru secara bersama mengulangi mengungkapkan ungkapan –

ungkapan tertentu.

Siswa dibagi dalam beberapa kelompok dan diminta untuk menampilkan

dialog yang telah dipelajari.

Siswa bersama pasangannya menampilkan dialog yang telah dibuat didepan

kelas You and your partner have to practice your dialogue in front of the

classroom.

Konfirmasi

Guru meminta siswa untuk memberi tanggapan mereka atas penampilan

teman-temanny. What do you think about your friends performance?

Siswa mendapatkan feedback dari guru dan mereview ungkapan yang

digunakan untuk menyatakan unngkapan invitation.

Guru memberikan appresiasi atas pencapaian siswa

Kegiatan akhir

Guru dan siswa menyimpulkan pelajaran bersam

Guru memberikan penilaian atas pencapaian siswa

Siswa mendapatkan feedback dari guru dan mereview ungkapan expression

invitation

Guru memberikan komentar yang membangun kemajuan siswa.

Guru meminta siswa untuk membuat dialog dirumah yang berhubungan

dengan expressions invitation.

123

9. Sumber/bahan/alat

English in focus ( for grade VIII )

10. Penilaian

a. Teknik : tes lisan

b. Bentuk : mempratekkan dialog didepan kelas

c. Alat penilain

d. Kriteria penilain

Rubic penilaian

No. Element yang dinilai Skor maksimal Penilaian peserta didik

1. Intonation 20

2. Pronunciation 20

3. Fluency 20

4. Content 20

5. Face/ body expression 20

Total 100

Mengetahui

Kepala sekolah

Plupuh, 2017

Guru Bahasa Inggris

124

APPENDIX 3

List of 8F Class

NUMBER NAME

1. Abdurrahman Wahyu Utomo

2. Aulinta Nisaul Khasanah

3. Cahyaningtyas Mei Wulandari

4. Deby Gity Carreza

5. Defvia Purnama Sari

6. Devi Lizfyana

7. Dwi Nur Praptiningsih

8. Elvian Guptya Aldi Ardaningtyas

9. Farahusna Trifada

10. Hela Irmawati

11. Inas Pratiwi

12. Maria Kristina Sugiyanti

13. Mika Febriani

14. Nia Rahayu Anggraeni

15. Nunuk Lestari

16. Prasetyo Ti Hutomo

17. Radana Fauziana Rahmah

18. Rizqi Khumairoh

19. Rizqi Mei Cahyani

20. Rohma Yuli Kogawa

21. Rohmad Al Latif

22. Vania Bella Almira

23. Vika Maris Devia

125

APPENDIX 4

Student Interview

Nama : Abdurrachman Wahyu U. (B)

Kelas : VIII F

A: menurut kamu seberapa penting pelajaran Bahasa Inggris khususnya

Speaking?

B: penting mbak, karena itu untuk komunikasi mbak jadi sangat penting

A: bagaiamana pengajaran speaking di kelas dik?

B: kalau di kelas biasanya disuruh untuk membaca kemudian pengulangan ntar

praktek mbak.

A: ada kesulitan tidak dik dalam pelajaran Speaking?

B: saya vocab mbak harus banyak belajar

Student Interview

Nama : Devi Lizfyana (C)

Kelas : VIII F

A: menurut kamu seberapa penting pelajaran Bahasa Inggris khususnya

Speaking?

B: bahasa Inggris kalo gak bisa speaking ya susah mbak, aku dirumah juga les

mbak biar bisa komunikasi pake bahasa inggris. Jadi itu speaking penting mbak.

Apalagi kalo ketemu orang asing biar bisa ngobrol.

A: bagaiamana pengajaran speaking di kelas dik?

B: banyak praktek mbak, kelompokan ntar maju ke depan mbak, sama membaca

berulang ulang mbak

A: ada kesulitan tidak dik dalam pelajaran Speaking?

B: aku pengucapan dan kosakata mbak sering salah ucap mbak, kalo lagi maju

takut salah juga mbak, bahasa inggris saya masih belum bisa

126

APPENDIX 5

FIELD NOTES

Date: Monday 20th

March 2017

On the First observation the researcher observed at VIII F class. The

observation took place on Monday 20th

March 2017. The material was about

short functional text. It included some utterances dialog between two people. The

material was from syllabus KD 3.1 expressing the meaning in the transactional

dialog (to get things done) and interpersonal, (socialize) simple with use variety

of language spoken accurately smoothly and interact with their surroundings

involving a speech act asking, giving, refusing services, asking , giving refuse

goods, admitting, denying and asking giving opinion.

There were three steps in activity in teaching. They are opening, main

activity and closing. On the opening stage the teacher greeted the students and

asked the students to pray together before began the meeting. Then the teacher

checked the students attendance. The teacher called the students’ name one by

one. Beside that the teacher also did apperception regarding to the materials that

would be presented today. The teacher asking to the students a question such as

‘what expression do you use when you want to help a person? Then the students

responded the question about the material which was given by the teacher. After

question and answer with the students done the teacher explained materials that

would be learnt today. The material today was expression in daily life including

speech act asking, giving, refusing services, asking , giving refuse goods,

admitting, denying and asking giving opinion.

On the main stage the teacher gave materials today. The teacher gave

explanation of the speech act asking, giving, refusing services, asking , giving

refuse goods, admitting, denying and asking giving opinion. The teacher wrote

them in the whiteboard. After that the teacher pronounce the example and the

students repeat them. The students listen carefully to the pronunciation and after

that the students was asked to repeat them together.

After that the teacher asked the students to discuss with their group. Each

group consisting of 5 students, after that each group of the students had to make

their own dialog with their group about recount text and presented the dialog in

front of the class. They were some students were didn’t feel confident to practice

their dialog in front of the class but the teacher encourage her peer to be brave,

beside that the students also often face the difficulty in vocabulary. Therefore the

teacher asked the students to open their dictionary or translate it directly.

After all the students presented their dialog gave responses to the students

performance and gave feedback. The teacher also reviewed the material that is

invitation. The teacher also gave appreciation on the students achievements. In the

last stage was closing. Here the teacher gave conclusion about the material that

had been learnt today. The teacher also gave students motivation to always

127

studied English not only at school but also at home. Then the teacher also gave the

student homework in the students worksheet book. Then the bell rang it was

signed that the meeting was over. The teacher enclosed the meeting today by

saying hamdalah and salam.

FIELDNOTES

Date : Wednesday 22th

March 2017

On the Second observation the researcher observed at VIII F class. The

observation took place on Wednesday 22th

March 2017. The material was about

short functional text. It included some utterances dialog between two people. The

material was from syllabus KD 3.2 express the meaning in the transactional dialog

(to get things done) and interpersonal, (socialize) very simple by using different

kind of oral language accurately, fluently, and can be accepted to communicate

with environment around. They involved asking for help, asking and giving thing,

asking and giving a fact.

There were three steps in activity in teaching. They are opening, main

activity and closing. On the opening stage the teacher greeted the students and

asked the students to pray together before began the meeting. Then the teacher

check the students attendance. Beside that the teacher also doing apperception

regarding to the materials that would be presented today. The teacher asking to

the students a question such as ‘’well student, do you ever invite your friend to go

to the party? “What do you say if you want to invite your friend? Then the

students responded the question about the material which was given by the

teacher. After question and answer with the students done the teacher explained

materials that would be learnt today. On the main stage the teacher explained

some expression that was used to invite a person. The teacher write the expression

in the whiteboard . After that the teacher pronounce the expression clearly. The

students listen carefully to the pronunciation and after that the students was asked

to repeat them together. They repeat the expression in three times and more until

they got the correct pronunciation of them. After that the teacher asked the

students to discuss with their pair. Each pair consisted of two students. The

teacher gave dialog about invitation to the students. The examples of dialog given

by the teacher were as follow.

Then the students were asked to identify the invitation expression. Then the

teacher and students together repeat to pronounce the expression. The teacher give

time to the students who want to volunteer present the dialog that had been

studied before. After that each pair of the students had to make their own dialog

with about invitation and presented the dialog in front of the class. the teacher

said that you and your partner have to practice your dialogue in front of the

classroom. They were some students were still shy to practice their dialog in front

of the class but the teacher encourage her peer to be brave. She gave motivation

that it didn’t matter if we made mistake. By keep practicing the ability of speaking

will improved. While the student’s performance the dialog in front of the class the

teacher assets the students speaking ability. The assessment included five aspects.

They were intonation, pronunciation fluency, content, face / body expression.

128

After all the students presented their dialog the teacher gave responses to the

student’s performance and gave feedback. The teacher also reviewed the material

that is invitation. The teacher also gave appreciation on the student’s

achievements. In the last stage was closing. Here the teacher gave conclusion

about the material that had been learnt today. The teacher also gave students

motivation to always studied English not only at school but also at home. Then

the teacher also gave the student homework about invitation in the student’s

worksheet book. Then the bell rang it was signed that the meeting was over. The

teacher enclosed the meeting today by saying hamdalah and salam.

129

FIELDNOTES

Date : Monday 27th

March 2017

On the third observation the researcher observed at VIII F class again. The

observation was on Monday 27th

March 2017. The material was about short

functional text. It included some utterances dialog between two people. The

material was from syllabus KD 4.2 respond to the meaning that is in simple short

monologue accurately, smoothly and interact with their surroundings in the form

descriptive and recount text.

There were three steps in activity in teaching. They are opening, main

activity and closing. On the opening stage the teacher greeted the students and

asked the students to pray together before began the meeting. Then the teacher

check the students attendance. Beside that the teacher also doing apperception

regarding to the materials that would be presented today. The teacher asking to

the students a question such as ‘what did you do yesterday Then the students

responded the question about the material which was given by the teacher. After

question and answer with the students done the teacher explained materials that

would be learnt today. The material today was recount text.

On the main stage the teacher explained about recount text. the generic

structure and the language features of this text. ten the teacher explained simple

past tense. The teacher gave example of the sentences using simple past tense.

The teacher wrote them in the whiteboard. After that the teacher pronounces the

example and the students repeat them. The students listen carefully to the

pronunciation and after that the students was asked to repeat them together. After

that the teacher asked the students to discuss with their group. Each group

consisting of 5 students, the teacher gave example of a recount text. The examples

of recount text was given by the teacher were as follow.

Then the students were asked to identified the generic structure and the

language feature of the text. By this activity the students was intended understand

the recount text. Then the teacher and students together repeat to pronounce the

text.After that each group of the students had to make their own dialog with their

group about recount text and presented the dialog in front of the class. They were

some students were still shy to practice their dialog in front of the class but the

teacher encourage her peer to be brave. She gave motivation that it didn’t matter if

we made mistake. By keep practicing the ability of speaking will improved.

After all the students presented their dialog gave responses to the student’s

performance and gave feedback. The teacher also reviewed the material that is

invitation. The teacher also gave appreciation on the student’s achievements. In

the last stage was closing. Here the teacher gave conclusion about the material

that had been learnt today. The teacher also gave students motivation to always

studied English not only at school but also at home. Then the teacher also gave the

student homework about invitation in the student’s worksheet book. Then the bell

130

rang it was signed that the meeting was over. The teacher enclosed the meeting

today by saying hamdalah and salam

131

APPENDIX 6

SCHEDULE OF 8F

SMP NEGERI 1 PLUPUH 2016-2017 ACADEMIC YEAR

Monday Tuesday Wednesday thursday Friday Saturday

Ceremony Sport English Art Religion Indonesia

English Sport English Art Religion Indonesia

English TI Biology Biology Civic Javanesa

Indonesia TI Biology Biology Physics Javanesa

Mathematics Civic Chemistry Biology Physics History

Mathematics Civic Chemistry Mathematics Physics

Chemistry Mathematics Physics Mathematics Indonesia

Chemistry Mathematics Physics Chemistry